There has been a significant increase in interest in the recruitment crisis in the United Kingdom. Many schools have had to re-advertise jobs for head teachers. This study therefore focuses on why headship roles are proving to be so difficult to fill. What are the possible drivers or barriers that deputy head teachers face on their journey to headship? It also considers the support and guidance that head teachers give their deputies. The study produced data that described the reasons why some deputies want to progress to headship (described as drivers) and why some do not (described as barriers). It also gave insight into head teacher’s perceptions of the support that they provided their deputies and whether these correlated with what deputies perceived. In this first study three groups appear to emerge: those who want to progress to headship; those who do not want to progress to headship and those who are unsure about their progression. Applying established models of journey to headship such as Gronn’s (1999) process of leader accession, a suggested extended model of ‘accession’ is offered for consideration and will be applied to deputy head teachers for the first time. Whilst being subject to further research and development, these findings can be used to further understand the trajectory of deputy heads and has potential implications for the management of talent within organisations. This has important implications when developing potential leaders.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:571821 |
| Date | January 2013 |
| Creators | Chagger, Ranbir K. |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/4150/ |
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