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ABST RAC TThis article examines the perceptions held by senior managers and subject teachers of the participation in policy development and leadership offered by subject leaders (traditionally know n as heads of department) in 24 secondary schools. M uch depends upon the readiness of subject leaders to embrace newer approaches including monitorin g and evaluation , and of senior managers to empow er them to undertake their work. By examining the relationship between senior management and subject staff perceptions in the schools, we conclude that those schools which value and develop their subject leaders, often throu gh reform ed structures, are more likely to be those schools in which the subject staff feel that they are well led.

This paper summarizes an investigation of perceptions of the roles and responsibilities of middle managers in seven secondary schools. It considers the various interpretations of the term and the way in which the work of the traditional head of department is changing. It outlines the expectations of middle managers on the part of both senior and managed staff and shows how, through an analysis of leadership, administration and evaluation roles, a tension is developing between the mechanistic and professional approaches. The implications of this for the development of future middle managers are considered together with the view that a balance is needed between competence and professional focuses in development and training.

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