Twenty-first-century headteacher: pedagogue, visionary leader or both?

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.

Keywords:

• contemporary leadership
• policy context
• leadership journeys
• case studies

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.