Changing expectations and experiences of headship in Scotland

Forde, C. and Torrance, D. (2016) Changing expectations and experiences of headship in Scotland. International Studies in Educational Administration, 44(2), pp. 21-37.

Abstract

In Scottish education, school leadership is regarded as central in realising the policy ambitions to raise attainment. This article examines critically the policy expectations and demands made on headteachers. These expectations are set out in successive sets of a professional standard – the Standard for Headship – particularly the codification of the key purpose of headship. These expectations are interrogated first through a textual analysis to identify codes of meaning, and second through interview data relating to the lived experiences of headteachers. These data were collected as part of a larger study and the issues explored included the range of tasks the headteachers undertake routinely, their motivations and experiences of the role and the means of coping with demands. The discussion highlights some of the tensions experienced by headteachers as they work to meet expectations. From this investigation, it is clear that the codified expectations placed on headteachers relating to learning and to leading people chimes with the headteachers’ aspirations for their role. However, operational matters and administrative demands dominate the day-to-day work of headteachers. The article concludes by identifying some critical issues for the preparation of headteachers.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Forde, Prof Christine and Torrance, Dr Deirdre
• Authors: Forde, C., and Torrance, D.
• College/School: College of Social Sciences > School of Education > Professional Learning and Leadership ; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: International Studies in Educational Administration
• Publisher: CCEAM
• ISSN: 1324-1702
• Copyright Holders: Copyright © 2016 CCEAM
• First Published: First published in International Studies in Educational Administration 44(2): 21-37
• Publisher Policy: Reproduced in accordance with the publisher copyright policy