Do Leaders Matter?

Abstract

Based on field research at a number of comprehensive schools, this paper explores how secondary headteachers contribute to the effectiveness of their schools. Although recent studies indicate that heads exercise only a small, indirect effect on performance, there is a widespread belief, shared by the government, OfSTED, governors and parents that leadership is a vital ingredient for success. Evidence about leadership is used to compare and contrast successful and less successful headteachers. Despite the complications of social context, internal politics and external pressure, strong heads seem to adopt similar, well-balanced leadership styles and strategies that correlate with well-motivated students and staff. In contrast, poor performers operate a limited range of styles and strategies and elicit a negative response from their colleagues. These findings match predictions arising from a classic experiment at Harvard Business School (Litwin & Stringer, 1966), on which the DfEE's Leadership Programme for Serving Heads is based. The paper describes how effective leaders motivate staff and students and indicates problematical influences limiting or constraining the performance of headteachers.