Log in

Relevant bibliographies by topics / Primary school headteacher

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Primary school headteacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Primary school headteacher.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Primary school headteacher"

1

Domville, Matthew S., Paula M. Watson, Dave J. Richardson, and Lee E. F. Graves. "Educator perspectives on factors influencing children’s school-based physical activity." Health Promotion International 34, no. 5 (July 13, 2018): 931–40. http://dx.doi.org/10.1093/heapro/day041.

Full text

Abstract:

Summary Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator [headteacher and physical education (PE)-co-ordinator] perceptions toward the promotion of school-based PA, including PE delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n = 4), PE-co-ordinators (n = 4) and a deputy headteacher (n = 1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organizational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organizational, interpersonal and intrapersonal level must be considered and targeted and researchers and schools should work in partnership to develop future interventions.

APA, Harvard, Vancouver, ISO, and other styles

2

Hancock, Nick, and David Hellawell. "Primary School Governing Bodies and Headteacher Appraisal." Educational Management & Administration 26, no. 3 (July 1998): 257–68. http://dx.doi.org/10.1177/0263211x98263004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Said, Osman, Mohd Nasir Rayung, Syahrul Nizam Salam, and Abdul Said Ambotang. "THE INFLUENCE OF TEACHER ATTITUDE, TEACHER KNOWLEDGE, AND TEACHER SOFT SKILLS WITH COMPETENCE OF DISCIPLINE MANAGEMENT AT PRIMARY SCHOOL IN SABAH." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 188–205. http://dx.doi.org/10.35631/ijepc.5350017.

Full text

Abstract:

This study aimed to identify the influence of the attitude on discipline, knowledge, and skills of the discipline headteacher on discipline management competency in a national school in Sabah. A total of 320 disciplined headteachers as respondents were selected through a combination of graded random sampling techniques. The data were analyzed using IBM SPSS statistics and SEM-AMOS analysis. The findings show that attitudes on discipline are at an extremely high level, while knowledge, the skill of the discipline headteacher, and discipline management competency are at a high level. Pearson correlation analysis showed that there was a significant correlation between attitudes on discipline, knowledge, and skills of head discipline teachers with discipline management competence of national school. Data also showed regression analysis it was found that there was a significant influence on predictor factors (attitude on discipline, knowledge, and skills of head discipline teachers) on discipline management competency in primary national school. SEM analysis showed that there is a significant contribution model. The implications of this study suggest that national school discipline management competencies need to be constantly enhanced and improved over time to produce balanced academic, personal, co-curriculum, and spiritual human capital.

APA, Harvard, Vancouver, ISO, and other styles

4

Webb, Rosemary, and Graham Vulliamy. "The Changing Role of the Primary-school Headteacher." Educational Management & Administration 24, no. 3 (July 1996): 301–15. http://dx.doi.org/10.1177/0263211x9602400307.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Webb, Rosemary, and Graham Vulliamy. "The Changing Role of the Primary-school Headteacher." Educational Management & Administration 24, no. 3 (July 1996): 328. http://dx.doi.org/10.1177/0263211x9602400314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Osman, Garat Hassan, Dr Benson Njoroge, and Dr Reuben Kenei. "The Influence of Headteachers’ Motivation Practices on Girls’ Access to Public Primary Education in Garissa Sub-county, Garissa County, Kenya." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 494–502. http://dx.doi.org/10.31686/ijier.vol8.iss4.2301.

Full text

Abstract:

Introduction of Free Primary Education has increased demand for primary education. However, the number of girls’ accessing primary education is still below expectations with the ratio of boys to girls being 5:2 in Garissa Sub-County. The purpose of this study was to assess the influence of headteachers’ motivation practices on girls’ access to primary education in Garissa Sub-County, Garissa County, Kenya. The study was guided by the Management Practices and Pearson’s Gender Relations Theories. The study adopted mixed methodology and descriptive research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean and standard deviation and inferentially using Pearson’s Product Moment Correlation with the help of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. The study established that headteachers’ motivation practices influence girls’ access to public primary education. Thus, the study recommends that headteachers need to change their approaches of motivating girls to enroll in schools. School supervision by the headteacher and the Directorate of Quality Assurance and Standards should be enhanced for monitoring to give proper guidance to the headteachers on the need to implement child rights education in their schools.

APA, Harvard, Vancouver, ISO, and other styles

7

O'Connell, Suzanne. "A case study of the EIF." Headteacher Update 2020, no. 1 (January 2, 2020): 6–8. http://dx.doi.org/10.12968/htup.2020.1.6.

Full text

Abstract:

Greenmount Primary School was one of the first schools to be visited under Ofsted's new Education Inspection Framework. Headteacher David Griffith speaks with Suzanne O'Connell and shares his experiences of the Section 8 inspection before offering his advice to other schools

APA, Harvard, Vancouver, ISO, and other styles

8

Webb, Rosemary, and Graham Vulliamy. "The Changing Role of the Primary School Deputy Headteacher." School Organisation 15, no. 1 (March 1995): 53–63. http://dx.doi.org/10.1080/0260136950150107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

WEBB, ROSEMARY. "The Changing Role of the Primary School Deputy Headteacher." School Organisation 15, no. 1 (March 1, 1995): 53–64. http://dx.doi.org/10.1080/02601369550038354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lamont, Alexandra, Alison Daubney, and Gary Spruce. "Singing in primary schools: case studies of good practice in whole class vocal tuition." British Journal of Music Education 29, no. 2 (May 9, 2012): 251–68. http://dx.doi.org/10.1017/s0265051712000083.

Full text

Abstract:

Within the context of British initiatives in music education such as the Wider Opportunities programme in England and the recommendations of the Music Manifesto emphasising the importance of singing in primary schools, the current paper explores examples of good practice in whole-class vocal tuition. The research included seven different primary schools in England and combined observational methods and semi-structured interviews with musicians, teachers and headteachers. Results indicate a variety of successful approaches to promoting singing in primary schools. Essential motivators for developing singing include an enthusiastic staff member, a supportive headteacher and support from other school staff. Additional motivators include access to musical expertise within and beyond the school, and a singing leader with keyboard skills. Challenges to good practice centre on the issue of confidence and skill in singing from both teachers and pupils, individually and in groups, recognising and rewarding quality in singing, and the sustainability of externally funded initiatives as pupils move through their schooling and particularly from primary to secondary school. Good-quality support from specialists and external organisations can facilitate good practice in schools, but it seems to be important to integrate singing into children's wider musical learning and development within the curriculum, in the extended curriculum and beyond school in order to help sustain a lifelong interest in singing.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Primary school headteacher"

1

Yue, Yun-fai. "The impact of a headteacher : a case study of a newly established primary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Jones, Paul Mervyn. "School leadership for the 21st century : the professional development of the primary headteacher." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343359.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Yue, Yun-fai, and 余潤輝. "The impact of a headteacher: a case study of a newly established primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Cottrell, Matthew R. "An analysis of the socialisation of primary school headteachers from a role boundary perspective." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577752.

Full text

Abstract:

The experience of socialisation for those new to headship can be challenging and often traumatic (Crow, 2007). Research into the socialisation of new headteachers is not extensive and has primarily been concerned with identifying and ordering stages in the socialisation process, for example, phases of headship. Such an approach neither allows for an analysis of the complexity of socialising influences nor does it enable the generation of explanatory theories. The purpose of the current research was to provide an understanding of the socialisation of new headteachers from an analysis of significant socialising experiences. The aims of the research were to: 1.analyse the socialisation of new primary headteachers from a role boundary perspective. 2.test the suitability of the role boundary concept as a rigorous, theoretical and methodological tool that can be applied to researching the field of headteacher socialisation. The research analysed critical incident vignettes from the experiences of seven newly appointed primary school headteachers up to their first three years in post. Data was collected using two research methods; semi-structured interviews and a written log. Twenty two critical incident vignettes were analysed using an interpretive methodology underpinned by an analytical framework based upon the concept of role boundary. The role boundary is described as being the point of delineation between a set of behaviours that are considered to be legitimate in role and those behaviours that are considered illegitimate in role. The role boundary concept allows for an analysis of the socialising experiences of new headteachers as they and the organisation engage in a recurrent, reciprocal and relational socialising process that seeks to establish those behaviours that are, and those that are not, legitimately enclosed by their role boundaries. The research found that socialisation is the process by which the new headteacher and the organisation seek to establish and position their respective role boundaries. Headteachers experience socialisation as a series of emotionally challenging interactions where the central purpose is to establish who has the legitimate authority to take decisions and to take actions in the following three main areas; task role allocation, resource allocation and the creation and application of organisational procedure. These interactions are immediate, are intense and have the potential to lead to conflict where individuals contest the limits of their respective role boundaries. The research finds the concept of role boundary as a theoretical and methodological tool to be of heuristic and analytical value in understanding and explaining headteacher socialisation and presents a role boundary socialisation theory to explain the dynamics of the socialisation process.

APA, Harvard, Vancouver, ISO, and other styles

5

Hodson, Paul. "From the Secret Garden to the Panopticon? : changing freedoms and the growing crisis in primary school headteacher recruitment." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/10649.

Full text

Abstract:

A headteacher recruitment crisis continues in the primary education sector (Howson & Sprigate, 2011; Rhodes et al., 2008). This research offers a voice for an increasingly marginalised group and synthesises the experiences of 15 primary headteachers, including retired, experienced and new school leaders against the changing educational scenery of four decades. An extended metaphor describing a changing epistemological landscape is utilised (Pascale, 2011), including dramaturgical discourse (Goffman, 1974). The research assesses whether the lived experiences of school leaders evidence a supposed movement away from the ‘freedom’ of the ‘secret garden’ of the pre-National Curriculum era to a time of reducing freedoms for headteachers under a central panoptic gaze (Foucault 1979; Ball 2006) and then to a new ‘supported autonomy’ as suggested by ‘Education Excellence Everywhere’ (DfE, 2016). The thesis assesses the capacity of phenomenological methodology to address the research questions and distinctions are made between approaches to phenomenology. A case is made for ensuring critical rationalism within the methodology and difficulties of attaining ‘epoche’ and ‘phenomenological reduction’ are debated. Findings support the view that there have been significant changes to headship over time. Analysis of these changes does not support the concept of a linear movement from a time of freedom to a landscape defined by Panopticism. The research suggests that a new paradigmatic shift is significantly changing the nature of primary headship with new forms of executive leadership and structures for leadership progression. Recommendations call for a reduction in the frequency of change for school leaders, a simplification of the inspection grading system, provision of clearer pathways to headship and greater support for school leaders as local authority services decline and safeguarding for leaders from the growth of social media abuse. This research offers a unique insight into headship and addresses an identified gap in educational research.

APA, Harvard, Vancouver, ISO, and other styles

6

Hellawell, David Edward. "Headteacher appraisal : an analysis of some perceptions of primary school headteachers about the nature of their jobs and how and by whom their performance might be appraised." Thesis, University of Birmingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364794.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Jones, Norah. "Primary headship : role change and development." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/723e8750-4b25-42f0-ad45-d85ba733564b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Watts, Pauline. "Leadership learning through challenging situations : Primary School Headteachers." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3316/.

Full text

Abstract:

This study offers an understanding of the leadership learning of headteachers through an exploration of their practices and perspectives when dealing with challenging situations. The research methodology uses semi-structured interviews to capture the experiences of eighteen primary school headteachers as they describe the challenges they face and the way in which they learn from them. The findings show that primary school leadership is embedded in relationships which are complex and challenging. The strategies and coping mechanisms headteachers use to deal with challenges are similar and reflect the powerful influence of values, trust and emotional resilience. The insights presented in this study should inform the future research agenda in educational leadership and identify inadequacies in the leadership development of school leaders. Strategies which enable headteachers to experience more planned and meaningful development are presented. These include formal coaching systems, the formation of meaningful networks and guided critical reflection on experiences. A framework for integrated leadership development, which supports the aspects of leadership acquired through real-life challenges, is also proposed. This should enhance those aspects of leadership which can be learnt through challenging situations and better equip headteachers to manage and lead their schools.

APA, Harvard, Vancouver, ISO, and other styles

9

Chan, Mei-yuk Yonny, and 陳美玉. "Stress faced by school headteachers: a study of sources of stress of local primary school headteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962774.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Chan, Mei-yuk Yonny. "Stress faced by school headteachers : a study of sources of stress of local primary school headteachers /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752078.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Primary school headteacher"

1

Kent, Graeme. The modern primary school headteacher. London: Kogan Page, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kent, Graeme. The modern primary school headteacher. London: Kogan Page, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Clegg, David W. Leading primary schools: The pleasure, pain, and principles of being a primary headteacher. Buckingham [England]: Open University Press, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Veerasawmy, Gordon. Management implications of the changing role of the primary school headteacher in the London Borough of Havering. London: Polytechnic of East London, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Buckley, John Patrick. Staff perceptions of an Ofsted inspection in one primary school following the appointment of a new headteacher. Oxford: Westminster College, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hellawell, David Edward. Headteacher appraisal: An analysis of some perceptions of primary school headteachers about the nature of their jobs and how and by whom their performance might be appraised. Birmingham: University of Birmingham, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Blease, Derek. What do primary school headteachers really do? Loughborough: Loughborough University, Dept. of Education, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Neville, West, ed. Appraising primary headteachers: Challenge, confidence, and clarity. Buckingham [England]: Open University Press, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Brooks, Greg. Headteachers' views on "English in the primary school". Slough: NFER, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Robinson, Susan. School and system leadership: Changing roles for primary headteachers. New York, NY: Continuum International Pub. Group, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Primary school headteacher"

1

Barron, Elaine. "Primary headteachers’ perceptions of schools’ roles in training teachers within a changing landscape of teacher training." In Pupil, Teacher and Family Voice in Educational Institutions, 158–71. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429505669-10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hill, Tim. "The Effective Headteacher." In Managing the Primary School, 56–72. Routledge, 2018. http://dx.doi.org/10.4324/9781351040983-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Harling, Paul. "School Decision-Making and the Primary Headteacher*." In New Directions in Educational Leadership, 221–29. Routledge, 2018. http://dx.doi.org/10.4324/9781351041065-18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Courtney, Steven J. "The courtier’s empire: a case study of providers and provision." In Corporate Elites and the Reform of Public Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447326809.003.0013.

Full text

Abstract:

In this chapter, I draw on Bourdieu’s concepts of symbolic violence, social capital and misrecognition to theorise three effects of a few elite multi-academy trust principals’ positioning on other local headteachers’ and principals’ agency and identities — I typologise these as the “follower”, the “acquired” and the “excluded”. The chapter reports on primary research which shows how newly privileged system-leading principals, or courtiers at the court of the Secretary of State for Education, have won regional empires through expanding their academy chains to occupy the spaces opened up by the dismantling of local authorities. Public-sector and school-leader identities and histories permit the promotion of their activities as “school led” and downplay their close relationship with private-sector networks and central-state policy-makers. What this analysis reveals is the hierarchisation of school leadership and the illusion of headteacher or principal autonomy.

APA, Harvard, Vancouver, ISO, and other styles

5

"Headteachers’ story." In Senior Management Teams in Primary Schools, 59–87. Routledge, 2005. http://dx.doi.org/10.4324/9780203982617-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Primary school headteacher"

1

Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

Full text

Abstract:

The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!