Sustainable school leadership: comparing approaches to the training, supply and retention of senior school leaders across the UK

可持续学校领导力：比较英国各地高级学校领导者的培训、供应和保留方法

基本信息

批准号：
ES/X00225X/1
负责人：
Toby Greany
金额：
$ 74.44万
依托单位：
University of Nottingham
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FX00225X%2F1
关键词：
Sustainable leadership comparing approaches training

项目摘要

Senior leaders in primary and secondary schools across the UK play an essential role in shaping educational experiences and outcomes for children, particularly in the most challenging communities. These leaders are teachers themselves and also influence working conditions - and thus training and retention - for wider teachers and staff in schools.Even before the COVID-19 pandemic, there were concerns that many existing leaders are leaving the profession early, while potential future leaders often choose not to apply for headship, due to the pressures and workloads involved. The pandemic has exacerbated these pressures, raising the risk of a headteacher succession crisis. Furthermore, there are challenges in terms of diversity, with certain groups of leaders facing additional barriers to promotion, while schools in the most challenging contexts often face increased recruitment challenges. Policy makers across the UK have prioritised actions to enhance the supply, quality and diversity of senior school leaders. These approaches reflect a wider global trend towards defining and promoting a singular interpretation of 'effective' leadership, for example through national headteacher standards and training programmes. But these national frameworks can be problematic, given that individual, school and local needs differ widely. This study will develop a deeper understanding of approaches to the training, supply and retention of senior school leaders - in particular headteachers - for primary and secondary schools in England, Scotland and Northern Ireland and will offer a vision for where and how these approaches can be enhanced.The research questions are: 1. How do England, Scotland and Northern Ireland recruit, train and retain school leaders?2. How well do these approaches take account of individual, local and systemic needs, in particular in relation to the sustainability of leadership supply, its diversity, equity, quality and fitness for the future?The mixed methods comparative study will include: i. a review of international literature and practice on senior school leadership developmentii. interviews with policy makers and leadership development experts from education and wider sectors iii. development of an original theoretical frame which draws together work on individual biography, school and wider policy contexts, with understandings of how these are shaped across diverse place-based contextsiv. research into existing approaches to leadership development in each nation, including through: documentary analysis to assess current policy and practice; secondary analysis of existing datasets to examine the composition of the leadership workforce, how participation in national training programmes is associated with outcomes of interest, and patterns of recruitment and retention for headteachers; place-based case studies, involving interviews with leadership development providers and employers, interviews and focus groups with aspiring and serving headteachers, and observations of leadership development events; and national surveys of school leaders, with responses linked to secondary datasets where possible. v. comparative analysis which allows us to refine our theoretical framework and address the research questions.In Wales we will undertake interviews, a national survey and hold a policy seminar, building on an ongoing national review. We will work with key stakeholders throughout the study, including through three national expert advisory groups, to inform the research and to identify implications and practical recommendations for future development. Building on these relationships we will publish and disseminate the findings and recommendations to research, policy and practice audiences and will work to secure impact. This will include the development of web-based tools and resources that can be used to enhance local and national leadership succession planning efforts.

英国的中小学高级领导者在塑造儿童的教育经验和成果方面发挥了重要作用，尤其是在最具挑战性的社区中。这些领导者本身就是教师，也影响了更广泛的教师和学校的工作条件，从而影响了学校的工作条件。由于涉及的压力和工作量，通常选择不申请头衔。大流行加剧了这些压力，增加了校长继承危机的风险。此外，在多样性方面存在挑战，某些领导人面临着额外的晋升障碍，而在最具挑战性的环境中的学校通常会面临越来越多的招聘挑战。英国各地的政策制定者已优先采取行动，以提高高级学校领导者的供应，质量和多样性。这些方法反映了定义和促进对“有效”领导的单一解释的更广泛的全球趋势，例如通过国家校长标准和培训计划。但是，鉴于个人，学校和地方需求差异很大，这些国家框架可能会出现问题。这项研究将对对英格兰，苏格兰和北爱尔兰的中小学的培训，供应和保留方法（尤其是校长）的培训，供应和保留方法有更深入的了解，并将为这些方法提供愿景，并将这些方法提供愿景研究问题是：1。这些方法如何考虑个人，地方和系统的需求，尤其是在领导供应的可持续性，其多样性，公平，质量和未来的适应性方面？比较研究将包括：i。对高中领导力发展的国际文献和实践的评论。对来自教育和更广泛部门III的政策制定者和领导力发展专家的访谈。开发原始的理论框架，该框架在个人传记，学校和更广泛的政策环境中结合起来，并了解它们是如何跨越基于地方的环境中的。研究每个国家现有领导力发展方法的研究，包括通过：评估当前政策和实践的文献分析；对现有数据集的次要分析，以检查领导劳动力的组成，参与国家培训计划与感兴趣的结果以及校长的招聘和保留模式有关；基于场所的案例研究，涉及与领导力发展提供者和雇主的访谈，采访和焦点小组，有抱负和服务的校长以及对领导力发展活动的观察；以及对学校领导者的国家调查，并在可能的情况下与次要数据集有关。 v。比较分析，使我们能够完善理论框架并解决研究问题。在威尔士，我们将进行访谈，一项全国调查，并举办政策研讨会，以持续的全国性评论为基础。我们将在整个研究中与主要利益相关者合作，包括通过三个国家专家咨询小组，以告知研究并确定对未来发展的影响和实用建议。在这些关系的基础上，我们将发布并传播研究，政策和实践受众的发现和建议，并将努力确保影响。这将包括开发基于网络的工具和资源，这些工具和资源可用于增强本地和国家领导力的继任计划工作。