This critical inquiry explores the perceptions of seventeen Middle Leaders with regards to collegiality as a leadership strategy within 21st century education. Literature which explains and describes leadership theories is extensive, but literature exploring collegiality in England is not. To this end collegiality is conceptualised in order to allow this transformational leadership strategy to be examined and discussed. The case study is one secondary school in England whereby the data generated through semi-structured interviews was triangulated with documentary evidence, and the selected reviewed literature. Conclusions resulted in four themes in the journey of collegiality (Assimilation; Systematisation; Self-efficacy; and Educational Improvement and School Development) being identified and discussed, and collegiality being reconceptualised. A framework for being truly collegiate, and a model of the perceived key elements for a school to deliver a successful 21st century education are presented. This study indicates that collegiality has the potential to develop self-efficacy, and highlights the importance of a climate for collegiality, and emotional intelligence to improve educational improvement and school development. It is hoped that the contributions being made to knowledge may be relatable to other schools in different contexts, and be of interest to people considering the potential of transformational leadership strategies.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:607207 |
| Date | January 2014 |
| Creators | Awbery, Carole |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5045/ |
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