This research constitutes an evaluative case study of Specialist Leaders of Education (SLEs) deployed through one Teaching School Alliance (TSA) in the English West Midlands and their contribution to leadership development. While the Government purports that enactment of and engagement with the role will develop leadership capacity, the study explores SLE, recipient and head teacher perceptions across eleven primary schools as to whether this broad aim has been achieved and seeks to inform the research agenda at a time when a leadership recruitment shortage is anticipated. The study considers how leadership learning is both conceptualised and facilitated across deployments and whether or not 'professional growth' occurred. A new conceptualisation of professional growth is offered that synthesizes key tenets from the literature and themes emerging from the findings. This includes the notion of a transformed view aligned with greater 'role conceptualisation', socialisation experiences and a sense of belonging fostering a coherent 'leadership identity' and self belief leading to increased 'personal capacity'. Outcomes of the study suggest that professional growth in these aspects did occur for SLEs and their recipients through engagement with the SLE programme where successful matches were made. Modifications in order to best achieve the desired outcomes are also recommended.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:655796 |
| Date | January 2015 |
| Creators | Allen, Sarah |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/6004/ |
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