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ERIC Number: ED412643
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 20
Abstractor: N/A
Reference Count: N/A
Crossing the Border into School Leadership: Experiences of Newly Appointed Headteachers in England.
Male, Trevor; Daresh, John
This paper reports on a small exploratory study of headteachers in England in 1997. Unstructured interviews were conducted with eight teachers who had been appointed to their first headship within the previous 2 years. The general theme of each interview was to explore the changes to individual perceptions that had occurred following teachers' transition to the headship. Headteachers worked at three elementary, three secondary, and two special education schools (one residential and one day school). None of the respondents had any formal preparation for the post, but seven of the eight demonstrated a career-development profile that was characterized by experiential learning through a number of senior-management positions. All respondents felt that they did not really know the breadth and scope of the headteacher role. They all had underestimated the personal resilience needed for the job, and all reported stress to a level beyond their expectations. These headteachers reported support from the local education agency to be minimal, with the support that was received concentrated on administrative and technical issues surrounding the headship. All of the headteachers reported that most useful personal support came from outside their immediate work environments. These British headteachers did not feel fully prepared for their roles because of their work experience. In contrast, studies of principals in the United States have shown that they do not feel fully prepared in spite of their academic training. The issue for real preparation would seem to be that of the appropriate blending of academic and work experience. (Contains seven references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)