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Dissertations / Theses on the topic 'Primary school headteacher'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Jones, Norah. "Primary headship : role change and development." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/723e8750-4b25-42f0-ad45-d85ba733564b.
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Watts, Pauline. "Leadership learning through challenging situations : Primary School Headteachers." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3316/.
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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.
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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.
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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.
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Burnitt, Michael Thomas. "Primary headteachers : perceptions on standards, accountability and school context." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/primary-headteachers-perceptions-on-standards-accountability-and-school-context(9f85bd4c-fdb5-4234-a7f0-5f5f97580b60).html.
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The continuing improvement in standards and the associated direct school accountability has been at the forefront of school policy since the introduction of the Education Reform Act of 1988. Its introduction brought both top down curriculum control and the opening up of primary schools in England to neo-liberal market reforms. To facilitate direct market competition and raise standards, measures of performance were introduced, in the form of annually published national assessments (SATs) and from 1992 inspection by Ofsted (Office for Standards in Education). These measures took on board the status of High Stakes Testing (HST), since their outcomes directly impacted upon the professional lives of all those working within primary schools. Prior to 1988, central government had started to address underachievement, for example, Better Schools (DfES 1985), but now, for the first time, individual schools and their leaders were to be directly responsible for the achievement, or otherwise, of their pupils through the publication of attainment data and regular inspection reports. The notion of performativity (Ball 2003) was introduced into English primary schools, where performance measures and judgements (HST) were used as a means of top-down regulation and policy enforcement. This study investigates current primary school headteachers’ perceptions of their own professional accountability. It further explores the continuing focus on standards and the constant pressures and conflicts heads currently face in terms of maximising pupil attainment outcomes. The fieldwork was carried out within thirty four state funded primary schools across the North of England. A questionnaire was used to survey headteachers’ current perceptions; this data located heads on to a conceptual framework (Figure 5.5). Heads are located into one of four positions regarding their perceptions of the Standards Driven Agenda (SDA) and HST. Heads from each of the positions were then interviewed, which formed the prime data collection tool. The research further examines the inter-relationship between socio-economic context and HST outcomes, addressing the question of the equality of the application of identical floor targets for all primary schools, regardless of circumstance. Schools falling within areas of high and low deprivation were identified, using the income deprivation affecting children index (IDACI); each area’s headteachers’ perceptions were then compared and contrasted, in order to identify any effects of context. Ranson’s (2003) typology and Ball’s (2003) conceptualisation of accountabilities were developed in order to explore the identified trend of heads resisting what they view as a ‘data dictatorship’, and seeking to reinstate a previous age of professionalism. A clear plea for a change was evident with a call for a shift away from the current focus on standards in English and maths to the adoption of a more balanced and creative curriculum, where both the academic and social needs of the children are being met. The desire to return to Grace’s (1995) notion of the cult of the ‘headmaster tradition’, with the reinstatement of higher levels of professional autonomy and trust, was evident within many of the participating heads, along with a strong sense of moral guardian and leadership. All heads are aware of the need to be accountable for the tax payers’ money used to fund their schools, accepting the need for accountability measures. However, both sets of heads acknowledge that when a school’s effectiveness is solely measured by means of HST, it fails to be a level playing field. Factors such as parental support and education, housing and income were all identified as significant contributing factors in pupil attainment, resulting in heads reporting that these factors were not taken into account when the performance of their school was judged. The study contributes to the knowledge of how serving heads balance the needs of their children, parents and staff, whilst ensuring that they continue to improve standards, as defined by successive governmental policy and thus meet the requirements of HST.
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Robinson, Susan. "Primary Headteachers : New leadership roles inside and outside the school." Thesis, Birmingham City University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505979.
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Tso, Yun-ping Brenda, and 曹潤冰. "The biographies approach to study primary school headteachers in Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962609.
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Tso, Yun-ping Brenda. "The biographies approach to study primary school headteachers in Guangzhou." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568768.
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Robinson, Janet Kathleen. "Leadership in small primary schools : the headteacher's perspective." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6452.
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The aim of this research is to identify and scrutinise current aspects of leadership in small primary schools in order to generate a new context-appropriate model of headship. The research is an in-depth study of leading the small primary school from the perspective of headteachers. There is a dearth of literature concerning leadership that is specific to small primary schools, so this research has accordingly significantly enhanced that body of knowledge. It is also timely as the newly-appointed Government is reviewing the resourcing and management of schools in England. This study has drawn on the descriptive and interpretive aspects of a case study of all the small primary schools in one Local Authority. The resulting response sample was twenty-six headteachers. The study has identified possible changes to enhance educational policy at three levels: school, Local Authority and Central Government. The research is characteristic of the realist tradition, generating rich, qualitative data which have been gathered through the use of interviews, questionnaires, Ofsted reports and ‘naturally occurring’ material. The research identified that the leadership structure in small primary schools is of a flatter and more interlocking nature rather than having a hierarchy of leaders. The headteachers used a combination of leadership styles in order to share the leadership with other members of staff. Headteachers had a multi-faceted role which included a range of both leadership and management activities, and also retained a teaching role. These features of small school headships made them ‘first among equals’ (Ironside and Seifert, 1995) rather than elevated CEOs. A new model of Leadership in Small Primary Schools has been developed which arises from the identified needs of these headteachers with regards to the perceived deficits in training, support and expected school performance and targets. This is relevant not only to all headteachers of small primary schools but also, in particular, to policymakers and educationalists in England at a point when there is an increasing loss of headteachers to retirement and an extreme shortage of applicants for these vacant posts.
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Temete, Irene. "Headteachers as leader of change in primary schools in Cyprus." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536064.
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This study investigates how primary school headteachers of Cyprus lead a particular change, namely ICT implementation. Specifically it investigates the leadership styles headteachers use when leading the particular change, focusing on the possession of attributes of transformational, transactional and passive leadership. In addition, it seeks relationships between headteachers' leadership styles and particular variables such as headteachers' beliefs about this change, headteachers' educational background and headteachers' training in leadership and management. Moreover, it explores teachers' perceptions of their headteachers' leadership styles and how these affect teachers' beliefs about the particular change. It finally examines headteachers' perceptions about their training for headship and for leading change attempting to identify deficiencies and needs they have when leading change. In order to investigate the research topic and address the research questions a survey, along with interviews and document collection, were conducted. Instrumentation included questionnaires distributed to headteachers and teachers, interviews conducted with them and document analysis which included minutes of staff meetings. The questionnaire sample consisted of 95 primary schools, giving 95 headteachers and 475 teachers (5 teachers from each school). Responses were received from 42 headteachers and 207 teachers. Five headteachers from the respondents who gave consent were selected and interviews were conducted with them and with three teachers from each school. Also minutes of staff meetings from the same schools were collected for analysisFindings reveal that headteachers of this study report using more transformational leadership styles than transactional or passive ones however possessing higher levels of some aspects of transformational leadership and lower levels of others. It was found that while headteachers are concerned with their teachers' personal, professional and intellectual needs they have difficulties in addressing these needs by providing intellectual stimulation and modeling behaviour on how to implement ICT more effectively. They also report dissatisfaction with their training for headship as well as for leading change and define a number of needs that would enable them to carry out their role more efficiently and effectively and possibly use higher levels of transformational leadership practices. Thesen eedsr eveal that headteacherse xpect from the Ministry of Education and Culture to act more as a transformational leader. Teachers were found to agree with headteachers' responses in most of the issues, however with some difference in the mean of each variable. This could imply that teachers have higher expectations from their headteachers and need them to act even more as transformational leaders. In addition, headteachers' beliefs about change were found to affect all dimensions of transformational leadership, whereas no correlation was found between beliefs and transactional leadership. Correlation was also found to exist between all dimensions of transformational leadership, as well as contingent reward, and teachers' beliefs about change. Finally, no relationship was found between headteachers' educational background as well as knowledge in leadership and management with their leadership styles, other than that of educational background with vision and modelling behaviour
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Usop, Hasbee Hj. "Perceptions of training and development needs of primary school headteachers in Sarawak." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/99e12a11-c692-4320-a5f3-521269e30971.
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Routh, J. Olwyn. "How a sample of primary school headteachers perceive changes in their role." Thesis, University of Leeds, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414876.
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Davies, Geraint. "Religious education and worship in the primary school : a study of headteachers' perceptions." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368764.
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Portin, Bradley S. "Primary headship in a time of systemic change : conceptions of leadership : case studies of three Oxfordshire primary headteachers." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:a7bc8ed0-ae19-41b9-be25-9d75025e1185.
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The primary headship in England and Wales is in a time of fundamental change and increasing expectations. The influences of recent education acts, and forces, such as choice, parent and governor participation, and increasing LMS responsibility have contributed to a changing headship context. The relative paucity of research which develops a qualitative understanding of primary headteacher perspectives lends an imperative to this qualitative study. A number of central research questions are posed to explore headteacher conceptions of leadership, the influential forces which shape those conceptions, and the context of primary school development. Particular attention is paid to the influence of reflective practice and critical theory as a contribution to professional development. The literature review examines the historic and thematic development of 20th century leadership and management theory. Particular emphasis is placed on what has been termed 'transformational leadership' and the influence of 'reflective practice' in professional development. A case is made for substantive differences between leadership and management, with leadership forming the central core of the study. The data sources were case studies of three perceived 'effective' Oxfordshire primary headteachers; the headteachers represented an opportunity sample of large, multiplestaff primary schools. Semi-structured interviews represented the primary data source, however a breadth of methods were used to form a 'thick' description of the headteacher and school ethos. The repertory grid technique was utilised to illuminate the central constructs which guided the headteachers' conceptions of leadership. Findings from the study are grouped in three areas. The findings suggest headteacher conceptions of leadership were largely idiosyncratic and person-oriented. In addition, a mixed nominal understanding of the terms 'leader' and 'manager' was expressed by the participants. It was found that the headteacher's conception of leadership were influenced by the transitional nature of the headship role. Greater responsibility for LMS, and other governmental forces were indicated as strongly shaping factors. Findings point to the espousal of a number of transformational views, and all headteachers used language of reflective practice to describe a number of the professional development goals of the school. A sense of 'critical' reflection was also present, especially as schools prepared for inspection. The study concludes by discussing the implications for leadership theory and the suggestions for further research in area of headteacher development and evolving conceptions of leadership.
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Simpson, Thomas B. "Pressures on headteachers of primary schools during the transition to local management." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260812.
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Whiteoak, Daphne A. "Up close and personal : an investigation of headteacher departure from Anglican primary schools in England." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/29270/.
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Headteacher supply is of critical concern to policy makers and Governing Bodies in England as many schools continue to experience difficulties in recruiting school leaders despite succession planning and school organisation strategies at national and local level. Church of England schools appear to experience greater difficulties in recruitment and a lack of focus on leaders of Anglican schools in the empirical literature has resulted in little being known about the nature of Anglican school headship and why headteachers of this category of schools leave. This study focused on the scale and nature of headteacher departure of headteachers leaving Church of England primary schools in England during one academic year, examining the influences leading to headteachers' decisions to leave a post and exploring what might have persuaded headteachers to remain in post as Anglican school headteachers. In employing a sequential explanatory qualitative dominant mixed methods design, the study utilised data from two postal surveys and a number of semi-structured interviews with headteachers and Chairs of Governors in a complementary and negotiated manner. An inductive thematic analytical approach allowed a focus on the experiences and voices of headteachers which are heard through the conceptual framework of Wenger's theory of communities of practice. The haemorrhage of headteachers leaving Anglican school headship includes a group of headteachers not currently recognised in the discourse about headteacher supply: headteachers choosing to leave headship altogether and Anglican school headship in particular. Many headteachers leaving headship altogether are leaving with few or no plans and with no intention to return to headship at a later date. Of those headteachers leaving for a substantive headship many are electing to move to a non-Anglican school. Some of these are leaving with no intention of returning to headship of an Anglican school in a future career move. Headteachers experience dis-identification with members and/or the practice of four communities of practice (Professional, Nurture, Family, and Spiritual) as they negotiate meaning for themselves through relationships, mutuality of engagement, imagination, alignment and participation. This thesis argues that there are substantive issues associated with Anglican headship which influence headteacher departure. Anglican headship has a historical dimension which intersects with public and personal dimensions of headship in particular ways which reflect historical aspects of Christianity and Anglicanism, the history of Anglican schools in England and individuals' own faith perspectives. Five expectations coalesce in the experiences of headteachers as members of the spiritual community of practice which present challenges as headteachers negotiate meaning for themselves in their own identity work. The expectations can lead to 'dis-ease' and dis-identification with members and/or the practice of the spiritual community. It is this 'lack of fit' which can lead to a decision to leave an Anglican school, headship per se and Anglican school headship in particular. Personal faith can be a powerful influence in the lives of some headteachers and this study also concludes that experiencing a calling from God can influence headteacher departure. The thesis concludes with implications for policy and practice which would enable schools to reduce the haemorrhage of experience and expertise from Church of England schools.
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Harrison, William. "An exploratory study of four primary school headteachers' perceptions of the content of their daily workload." Thesis, Middlesex University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568532.
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Towers, Emma Mary. "'Stayers' : a qualitative study exploring why teachers and headteachers stay in challenging London primary schools." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/stayers(4fbda3db-453b-4342-8c97-ebe515ad658b).html.
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For some time in England, concerns have been expressed about high levels of teacher turnover. In response, a great deal of research has focussed on what compels teachers to leave the teaching profession (Bubb and Earley, 2007; Smithers and Robinson, 2003, 2005). However, much less is known about why teachers choose to stay. This thesis examines teacher retention from an alternative perspective by exploring how long-serving teachers, or ‘stayers’, account for why they choose to stay teaching in challenging London primary schools. Identity and motivation theory are utilised as analytical tools to illuminate the reasons why a group of London primary teachers and headteachers stay and what it is about who they are that influences their decisions to stay. The study adopts a qualitative approach to explore the professional lives and career decisions of 24 London primary school stayers using in-depth semi-structured interviews. While the concept of a ‘stayer’ is contested, this study interprets the stayer as a teacher who has taught in the same school for five or more years. Participants consist of serving class teachers and headteachers who work in disadvantaged London primary schools. A small number of former stayers, who have now left their London primary schools, have also been interviewed in order to invite a retrospective discussion of stayers’ motivations. The findings indicate that because staying is contingent on a number of personal, professional and situational factors related to identity and motivations, staying is a multi-layered process. Most stayers express a firm commitment to stay in the future, but some ‘unsettled’ stayers voice doubts about staying in the years to come. The study concludes that closer attention should be paid to the reasons why teachers stay in challenging schools to counterbalance the focus on teacher turnover. This is so that, at the very least, supportive structures can be put in place to encourage more teachers to stay and contribute to the success and wellbeing of children from disadvantaged backgrounds.
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Archer, Anthony Peter. "The role of the headteacher in creating the cultural conditions for distributed leadership in four primary schools." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020650/.
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Over the last two decades high quality leadership has increasingly been seen as a key characteristic of an effective school and a necessary factor for successful school improvement. Similarly, the potential for leadership to be distributed across educational organisations is being recognised and promoted by organisations such as the National College for Leadership of Schools and Children's Services. However, there is little consensus within the education community as to the meaning of the term. Furthermore, there have been few empirical studies of distributed leadership in action. Those studies that have been conducted, have resulted in generally positive findings. Issues arising from these considerations are problematised. The study seeks to answer the question: what role does a headteacher play in creating the cultural conditions for distributed leadership? A realist stance is adopted towards the study. Layder's adaptive theory is used to analyse the research data. A series of prior theories concerning distributed leadership are formulated as an explanatory framework. Inductive analysis of the research data is then used to identify emergent theories, which challenge, modify and extend the explanatory framework. Data collection is through twenty semi-structured interviews, eight significant event interviews, a questionnaire and analysis of relevant school documentation. Ethical issues are discussed. The perceptions of twenty members of staff from four primary schools towards the nature of distributed leadership in their schools are examined. It is suggested that various forms of distributed leadership, alongside the more hierarchical leadership of the headteacher, were seen to exist contemporaneously in each school. Distributed leadership is thus deemed polymorphic. The critical role played by the headteachers of the schools in creating the cultural conditions for distributed leadership to emerge is highlighted. It is also suggested that a prospective school culture is the most conducive for the effective distribution of leadership practice. The dissemination of the research findings, possibilities for future research and the implications for the development of local authority practice are discussed.
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Al-Fozan, Mohammed Ibn Ahmed A. "The leadership style of headteachers and its relationship with primary school pupils' achievement in Riyadh, Saudi Arabia." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/5467/.
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This study utilised a descriptive research methodology to determine the leadership styles of primary school headteachers in Riyadh City and their relationship with pupils' achievement. Following a review of the literature, questions were generated as follows:1. Is there a relationship between the number of years of experience of the headteacher and his educational level (qualification of the headteacher)?2. Is there a relationship between the educational level (qualification of the headteacher) and school size (number of pupils in school)?3. Is there a relationship between school size and experience of the headteacher?4. Is there a relationship between the educational level (qualification) of the headteacher and the achievement of pupils?5. Is there a relationship between the experience of the headteacher and the achievement of the pupils?6. Is there a relationship between school size (number of pupils in school) and pupil achievement?7. Is there a relationship between the educational level (qualification) and the style of the headteacher in leading the school?8. Is there a relationship between the experience of the headteacher and his style in leading the school?9. Is there a relationship between the school size and the style of the headteacher in leading the school?10. Is there a relationship between the achievement of the pupils and the style of the headteacher in leading the school? Pfeiffer and Jones' (1972) adaptation of the Leader Behaviour Descriptive Questionnaire (LBDQ) was used. The findings of the study revealed three administrative styles: Spokesman and Manager, Striving for Achievement and Professionalism, and Autocratic. These three styles are predominant in primary schools in Riyadh. They do not have a link with pupil achievement, but there was a relationship between the qualification of the headteacher and the achievement of pupils and also the experience of the headteacher and pupil achievement. No evidence was found to suggest that any other relationships existed. The study supports the need for qualifications and experience and other general criteria to be taken into consideration when selecting school headteachers, and formal training to be given prior to becoming primary school headteachers. With all this in mind, it should be noted that in measuring pupil achievement, we cannot take the headteacher's leadership style for granted.
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Urbina, Garcia Miguel Angel. "Transition from preschool to first grade primary school in Mexico : the perceptions of teachers, headteachers and parents." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8540/.
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Transition from preschool to first grade primary school has been an important topic for worldwide researchers concerned about the promotion of an effective adaptation process for children entering primary school. Studies have highlighted the importance of this process for children’s academic and personal development. The main aim of this study was to explore the perceptions of transition between preschool and first grade primary school held by teachers, headteachers and parents in the public education system in Mexico City. A questionnaire was developed based on previous transition studies and administered to a sample 15 preschool and 15 primary school teachers. A semi-structured interview was conducted with five parents from preschool and primary school and five headteachers from preschool and primary school in Mexico City. Overall, the results revealed that teachers moderately used some practices (e.g., creating children´s portfolio), whilst some practices were rarely used (e.g., primary school visits). Teachers rarely carry out activities with families and other teachers. Teachers’ reported children´s problems mostly focused on behaviour and following directions. Working in the same school for a number of years, predicted more family involvement in school matters. Preschool teachers who attended more specialised courses reported more children´s problems. Parents and headteachers are aware of this transition and concerned about children’s lack of academic skills; however neither group employs a range of effective transition practices to support children. These findings are in line with the international literature, however, further research is needed to address particularities in Latin American contexts. Findings from this study open a window for further research in Mexican educational settings focused on current educational policy reforms. Implications are discussed for research, policy and practice.
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Njoka, Evangeline Wanjira. "Guiding and counselling pupils in Kenyan public primary schools : headteachers and teacher counsellors role perceptions and experiences." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2463/.
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The purpose of this study was to determine the role perceptions of headteachers and the teacher counsellors in the guidance and counselling of pupils in public primary schools of Embu District, Kenya as well as determining whether there were any qualitative different ways in which respondents (headteachers and teacher counsellors) viewed and experienced these roles. In addition, the study established whether there were any significant differences between the respondents' role perceptions in guiding and counselling pupils and the selected demographic variables of age, sex, marital status, academic qualification, teaching experience, experience in management, training in guidance and counselling, school category and geographical location of school. The study also established if there existed any significant differences between headteachers' perceptions of teacher counsellor's role and the teacher counsellors' perceptions of their role. The study used a survey design with a multi-strategy research approach which provided both quantitative and qualitative data through questionnaires, interviews and observations. The data were analysed using both descriptive and inferential statistics. The inferential statistics employed were t-test and Analysis of Variance (ANOVA), which were used to test the hypotheses of the study at significance level of 0.05. The interview data were analysed phenomenographically. Both the headteachers and the teacher counsellors had high levels of perception of their roles in the guidance and counselling of pupils (4.57 and 4.52 respectively out of a maximum of 5.0). The headteachers' level of perception of the teacher counsellors' role was 4.54. The results obtained after testing the hypotheses indicated that there were no significant differences between headteachers' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, teaching experience, school category and geographical location of school. There were also no significant differences between teacher counsellors' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, and school category. In addition, there was no significant difference between the headteachers perception of the teacher counsellors' role and the perception of the teacher counsellors about their role. There was however a significant difference realised between teacher counsellors' role perceptions and the geographical location of school. Over half of the teacher counsellors (55.6%) and the majority of the headteachers (71.4%) had not received any basic training in the guidance and counselling skills. Observations carried out revealed that 90.7% of schools had not time-tabled for guidance and counselling and was only done when need arose. The majority did not have guidance and counselling offices (93.3%), reference materials (79.0%) and training materials (76.5%). Counselling atmosphere in more than half (57.0%) of the counselling sessions was found to be either tense or suspicious. Phenomenographic analysis of data revealed that there were qualitative different ways in which the respondents viewed and experienced their roles in the guidance and counselling of pupils. The pupils who needed guidance and counselling in public schools had socio-cultural, socio-economic, and academic problems or needs. Drug abuse (socio-cultural) was ranked as the most serious with alcohol being most abused. Early pregnancies and marriages were the leading causes of girl school drop outs, while drug abuse and child labour were the leading causes of the boys drop outs. The majority of the teacher counsellors (89.1%) and the headteachers (94.9%) missed out many functions despite having high role perceptions. Lack of support from the stakeholders; intensive poverty and widespread illiteracy; cultural/traditional practices; and negative media influence, were recorded as interfering with their role performance. Several suggestions to solve these problems were offered. Although the respondents listed several indicators of poor role performance in the guidance and counselling of their pupils, the majority still perceived their role performances to be either good or fair. The research findings have justified the need for change in the management of guidance and counselling and several recommendations have been put forward. Some suggestions for further research have also been included.
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Oduro, George Kweku-Toku. "Perspectives of Ghanaian headteachers on their role and professional development : the case of Keea district primary schools." Thesis, University of Cambridge, 2003. https://www.repository.cam.ac.uk/handle/1810/251895.
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Michael, Androula. "The role of the headteacher in facilitating workplace learning opportunities : an empirical investigation in three primary schools in Cyprus." Thesis, Open University, 2012. http://oro.open.ac.uk/49113/.
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This thesis explores teachers' access to learning opportunities in their workplace and their headteachers' roles in enabling this in three primary sehmes in Cyprus. More specifically, the objectives are to investigate the types of formal and informal learning opportunities teachers have in their workplace, and the relationship between how headteachers implement school leadership and how this impacts on teachers' access to learning opportunities.
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Young, Michael George. "A critical examination of the nature and context of Barnsley primary school headteachers' termly reports to their governing bodies." Thesis, University of Leeds, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424116.
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McVeigh, Helena. "An exploration of the development of the Ofsted criteria for evaluating the quality of teaching in mainstream schools and how the criteria are perceived and used by primary school headteachers and teachers." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploration-of-the-development-of-the-ofsted-criteria-for-evaluating-the-quality-of-teaching-in-mainstream-schools-and-how-the-criteria-are-perceived-and-used-by-primary-school-headteachers-and-teachers(c3746d57-f209-46ea-ad0a-f30872d5f36c).html.
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This thesis was inspired by my over 20 years’ experience of inspecting schools, including as one of Her Majesty’s Inspectors from 1991 to 2000. The research’s main aims were to review the development of the criteria devised by Ofsted by which inspectors judge the quality of teaching in mainstream schools and to gain primary headteachers’ and teachers’ views on the criteria and their enactment. The thesis analyses the development of the criteria since the first Ofsted inspections in 1993, and considers possible influences of government policies and educational research. I interviewed three former and one current HMI to explore their perspectives about the development of the criteria, and ten primary headteachers and pairs of teachers from their schools to hear their views. I applied Bourdieu’s thinking tools of habitus and field to interpret the roles of the different actors involved in the preparation and enactment of the teaching criteria. The findings suggest a hierarchy in what I have called the ‘field of inspection’, with HMI wielding significant symbolic capital because of their role as authors of the criteria and overseers of quality. Since 2012, the combination of a new HMCI and government has thrown the quality of teaching into the limelight, raised the stakes of the Ofsted outcome for schools and resulted in much public criticism of Ofsted inspections. Ofsted has responded to criticism over the years resulting in frequent changes to the inspection guidance and criteria, but the language of the criteria remains imprecise and open to interpretation. The thesis concludes that the frequent changes reflect what Bourdieu called ‘misrecognition’ by Ofsted of the significance of the inspection outcome to schools and the lengths that headteachers and teachers are prepared to go to get a ‘good Ofsted outcome’.
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Rapti, Maria. "Headteachers' leadership role and inclusion of students with Special Educational Needs in primary mainstream schools in Epirus, Greece." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17590/.
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Hilliam, Sue B. "An investigation into concepts of the evaluation of INSET held by headteachers and teachers in selected northern primary schools." Thesis, University of Leicester, 1993. http://hdl.handle.net/2381/35646.
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This thesis is concerned with an examination of dimensions of primary school headteachers' and teachers' concepts of the evaluation of INSET in thirty schools selected from two contrasting Local Education Authorities in the north of England. The focus of the research includes analyses and comparisons of these dimensions, especially within the setting of school-initiated INSET. Three hypotheses were formulated relating to the evaluation of INSET and accountability, the evidence of coherence with regard to the discernible dimensions of concepts of evaluation and a comparison of the responses of headteachers and teachers. Viewed within the context of the increasing demands upon schools from new inspection procedures and, in general, more extensive and obvious public accountability, the findings do not auger well for institutional evaluation and school improvement. Particularly since the publication of DES Circular 6/86, the changes affecting the funding and provision of INSET have been sweeping, radical and of magnitude. This investigation draws attention to the serious difficulties which are facing primary school headteachers and governors in ensuring that, especially for small schools, suitable in-service opportunities are available for the benefit of the staff and, ultimately, of the children they teach. Given the persistent demands emanating from the introduction of the National Curriculum and from the onset of appraisal, there will continue to be a need for the delivery of INSET of high quality. However, with the decreasing influence of Iiocal Education Authorities within the spheres of the provision, monitoring and evaluation of INSET, there will be a growing onus upon the schools to meet these requirements. From the results of this study, primary school staff are not ready to undertake these additional responsibilities.
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Kerry, Carolle A. "A study of the role of the governor in the management of the headteacher's performance : a case-study from the primary sector, the John Wiseman School." Thesis, University of Lincoln, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418190.
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Valentová, Hana. "Ředitel základní školy a jeho potřeby adaptace na profesní roli." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-327001.
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The current thesis deals with proces od adaptation of headmasters in its working position. In the theoretical part is focused on the presentation of the school as a system, the specifics of education system and its management, the actual work of heads of schools and the process of adaptation of headmasters. In the practical part I focused on the beginning of the headmasters career, and the process of adaptation of the headmasters on the professional role. I was looking for phenomena that are typical start headmaster career, how they affect the process of adaptation but also the rest of the headmaster career. To obtain the necessary data, I chose a qualitative research, namely the form of interviews that I conducted with ten directors of elementary schools in Praha and in Kraj Vysočina. Keywords: school, primary school headteacher, adaptation, interview
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Bhana, Neeru Mohan. "The changing role of headteachers at primary schools in Gautemg, 1994 - 1999." Thesis, 2014.
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This research report argues th at the devolution of the functions of finance,governance and curriculum through the decentralisation process to schools has affected the role of headteachers in different ways. The report examines the international perspective on decentralisation and then traces the policy development related to decentralisation in South Africa. The major policy documents traced were the White Papers on education, the Hunter Report and the South African Schools Bill crucial aspects of which were finally enacted into the South African Schools Act of 1996. These policies are reviewed from the perspective of the decentralisation of finance, governance and curriculum.
Keeping the context of the South African Education background in mind, the state
proposes th at the demand for community control, greater participation and involvement would best be promoted in a decentralised system of education. This report argues how the historical background, caused through the racial division of schools, influenced the implementation of the policy of decentralisation at different schools and the impact this has had on the role o f the head. The research finds that the present decentralisation policy further disadvantages the so-called disadvantaged schools, thus making the impact of the policy greater for the heads of these schools.
It is proposed th a t w ith decentralisation heads assume increased administration functions and decreased instructional functions. Increased accountability and the sharing of power w ith sta ff further intensify the role of he head. A more collaborative approach to school development has demanded that heads change their managerial styles. Heads drive changes in schools. The manner and degrees of change vary according to the head's capacity, understanding of the policy documents, attitude in creating a positive culture and resources available.
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Gule, Elvis D. "Problems experienced by classroom primary teachers, headteachers and pupils in implementing the National Continuous Assessment Programme in schools in the Manzini region, Swaziland." Thesis, 2014.
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Why is CA not ‘continuous assessment’ but ‘continuous assassination’ in Swaziland ? The Ministry of Education argue that CA termed National Continuous Assessment Programme in Swaziland, does have educational problems, that may not necessarily inhibit the implementation of the National Continuous Assessment Programme: Teachers, headteachers and teacher organisation (SNAT) reflect political,social, health, economic and other problems that are believed a hindrance in the implementation of the innovation.
The report identified 10 main problematic implementation issues from the stakeholders, it argues that too much teacher record keeping involved in the programme is a pre-eminent issue and regards lack of ample time for the innovation during school working hours as the least problematic implementation issue.Arguably, emanating from the teachers’ perspective is late delivery ofNCAP term tests coupled with no proper supervision of the programme by heads of schools and inspectors.
The report suggests a move from the ‘Top-Down’ approach to either organisational development model or/and a change model for implementation. It also recommends government to slowly move away from outside donor funds to ‘empowerment’ strategies.