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Abstract
In recent years the UK secondary educational landscape has witnessed significant change, with the introduction of an ever-extending spectrum of competing government initiatives and policies. This has resulted in the steady erosion of the traditionally recognised role of headteacher. This paper presents the results of a practitioner-based study centred on the professional career journeys of a selected group of senior incumbent headteachers from across Liverpool, United Kingdom. The purpose of the research was to consider key features of difference in the headteacher role over a 30-year period. Five heads were interviewed about how they rose to headship and the influences and events that guided their career choices. Findings include acknowledgement of the requirement for self-directed career development, paucity of skills in preparation for headship, transformation in leadership models and the changing skills, qualities and qualifications required of contemporary and emergent headteachers.
Notes
1. UK Government capital school redevelopment programme.
2. Government programme for a national framework to support multi-agency collaboration across Children's Services.
3. To provide access to a range of opportunities and services for all children beyond the school day.
4. State-of-the-art learning centres offering ICT-related intervention programmes across partnerships of schools.
5. State-funded independently managed schools located in areas of high deprivation.
