Despite serious attention given to talent management in schools over recent years, a leadership crisis remains (DfE, 2015). This study assists in closing the gap, outlining how schools can effectively identify, develop and sustain leadership potential. It builds on previous work, using a case study of five Birmingham primary schools, with interviews from Heads, Senior and Middle Leaders and documentary sources (Rhodes and Brundrett, 2006). Findings indicate a greater shift towards the inclusive but strategic nature of educational leadership talent than traditionally assumed (CIPD, 2007). Significantly, proficient teachers are indicators of potential leaders in primary schools (Gunter, 2005). An ability to influence, emotionally connect and demonstrate willingness are further indicative to the profile of high-potential leaders (Hay Group, 2008). Teacher-leader approaches – shadowing and co-coaching – are central to talent development. A morally-connected approach is crucial for leadership sustainment (Fullan, 2004). The study also reveals that, to avoid a perpetuation of leadership bias, long-term development must address the matter of disillusionment amongst experienced leaders. Evidence collated helped to refine common talent development interpretations and frameworks. The study provides a useful model for sustaining educational leadership. It also highlights implications and provides recommendations for policy-makers, academics and practitioners wishing to sustain leadership talent.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:742632 |
| Date | January 2018 |
| Creators | Kaur, Rita |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8122/ |
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