Working beyond the glass ceiling: women managers in initial teacher training in England

Abstract

Recently in England, women have been successful in obtaining managerial responsibilities in the field of teacher training. In this setting at least, it could be argued that the glass ceiling that has kept women in lower‐paid and lower status posts has been shattered. In order to explore this proposition from the perspective of those who work as managers in teacher training, this paper draws on a series of in‐depth interviews with eleven women managers who work in six different higher educational institutions (HEIs) in England. Two contextualising factors inform the background to this paper: one is the gendered history of management in teacher training; the second is the impact of public sector reform, which has significant outcomes for those who manage the educational workplace. The paper argues that women are moving into positions of authority in teacher training across the board. However, the category of ‘women managers’ in teacher training is complex and internally differentiated. Even though, once again the gender composition of those who manage teacher training is changing passing through the glass ceiling in new managerialist times, may not be equally rewarding for all women who manage teacher training.

Notes

1. Teacher training in England tends to be divided into programmes, for example, the undergraduate programme or the postgraduate programme. The programme leader is the person who is in charge of a particular programme. Routes are particular ways through a programme, for example trainees may take an early years route. Routes often have route leaders.

2. The TDA is the Training and Development Agency. It is a Government agency whose stated purpose is to raise standards in the training of teachers and in schools.

3. Ofsted is The Office for Standards in Education. It is a Government body that inspects provision within schools and training providers.