Becoming a head teacher: the perspectives of new head teachers in twenty‐first‐century England

Christopher Holligan, Ian Menter, Merryn Hutchings, Maggie Walker

Research output: Contribution to journalArticle

Abstract

The National College for School Leadership in England commissioned an evaluation and impact study of their new programme for recently appointed head teachers, the Headteacher Induction Programme (HIP). The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs and priorities. This paper draws from original quantitative (questionnaire) and qualitative (interview) data in order to examine what it is that head teachers believe they need in terms of professional development support at the time of what is arguably the most challenging professional experience of their career. What emerges is an extremely diverse picture, suggesting that there are many factors contributing to the formation and nature of headship, and that it is difficult to find a common set of needs or wishes. However, some patterns do emerge and these are reported. In addition the paper offers an exploration of the reasons for this diversity.
Original languageEnglish
Pages (from-to)103-122
Number of pages20
JournalJournal of In-Service Education
Volume32
Issue number1
DOIs
Publication statusPublished - 2006

Fingerprint

teacher
professional experience
qualitative interview
induction
career
leadership
questionnaire
evaluation
school
time

Cite this

@article{8a21660ed1694dc3be6f054b936cb567,
title = "Becoming a head teacher: the perspectives of new head teachers in twenty‐first‐century England",
abstract = "The National College for School Leadership in England commissioned an evaluation and impact study of their new programme for recently appointed head teachers, the Headteacher Induction Programme (HIP). The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs and priorities. This paper draws from original quantitative (questionnaire) and qualitative (interview) data in order to examine what it is that head teachers believe they need in terms of professional development support at the time of what is arguably the most challenging professional experience of their career. What emerges is an extremely diverse picture, suggesting that there are many factors contributing to the formation and nature of headship, and that it is difficult to find a common set of needs or wishes. However, some patterns do emerge and these are reported. In addition the paper offers an exploration of the reasons for this diversity.",
author = "Christopher Holligan and Ian Menter and Merryn Hutchings and Maggie Walker",
year = "2006",
doi = "10.1080/13674580500479927",
language = "English",
volume = "32",
pages = "103--122",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Taylor & Francis",
number = "1",

}

Becoming a head teacher : the perspectives of new head teachers in twenty‐first‐century England. / Holligan, Christopher; Menter, Ian; Hutchings, Merryn; Walker, Maggie.

In: Journal of In-Service Education, Vol. 32, No. 1, 2006, p. 103-122.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Becoming a head teacher

T2 - the perspectives of new head teachers in twenty‐first‐century England

AU - Holligan, Christopher

AU - Menter, Ian

AU - Hutchings, Merryn

AU - Walker, Maggie

PY - 2006

Y1 - 2006

N2 - The National College for School Leadership in England commissioned an evaluation and impact study of their new programme for recently appointed head teachers, the Headteacher Induction Programme (HIP). The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs and priorities. This paper draws from original quantitative (questionnaire) and qualitative (interview) data in order to examine what it is that head teachers believe they need in terms of professional development support at the time of what is arguably the most challenging professional experience of their career. What emerges is an extremely diverse picture, suggesting that there are many factors contributing to the formation and nature of headship, and that it is difficult to find a common set of needs or wishes. However, some patterns do emerge and these are reported. In addition the paper offers an exploration of the reasons for this diversity.

AB - The National College for School Leadership in England commissioned an evaluation and impact study of their new programme for recently appointed head teachers, the Headteacher Induction Programme (HIP). The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs and priorities. This paper draws from original quantitative (questionnaire) and qualitative (interview) data in order to examine what it is that head teachers believe they need in terms of professional development support at the time of what is arguably the most challenging professional experience of their career. What emerges is an extremely diverse picture, suggesting that there are many factors contributing to the formation and nature of headship, and that it is difficult to find a common set of needs or wishes. However, some patterns do emerge and these are reported. In addition the paper offers an exploration of the reasons for this diversity.

U2 - 10.1080/13674580500479927

DO - 10.1080/13674580500479927

M3 - Article

VL - 32

SP - 103

EP - 122

JO - Professional Development in Education

JF - Professional Development in Education

SN - 1941-5257

IS - 1

ER -