Assistant &amp; Deputy Heads

Muijs, Daniel; Harris, Alma

doi:10.1177/08920206030170010301

Cited by 13 publications

(3 citation statements)

References 16 publications

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“…Distributed and collaborative leadership improves educational outcomes (Hallinger and Heck, 2010;Louis et al, 2010). Muijs and Harris (2003) observed that APs consistently say they would like to take more of an active role in school leadership. Frustration with a lack of formal authority is a common complaint.…”

Section: In-house Models For Developing Ap Talentmentioning

confidence: 96%

As assistant principals enter their careers: a case for providing support

Marshall

Davidson

2016

International Journal of Mentoring and Coaching in Education

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Purpose – The purpose of this paper is to offer a viewpoint on the challenges that assistant principals (APs) face and to make the case for intentional mentoring, coaching, and sponsorship of individuals in these roles. Design/methodology/approach – The authors provide a professional viewpoint based on scholarly literature and their practitioner observation. Findings – The authors propose that by focussing on APs, being systematic about supporting APs, and expanding and deepening understandings of the hurdles and dilemmas they face, the schools will have a more robust leadership pipeline and more satisfied and effective APs. They recommend that school districts, whether in the USA or internationally, consider adopting specific and intentional strategies to mentor, coach, and sponsor new APs, with what they call Mentor-Sponsor Models. Originality/value – The author recommendation for school districts to create Mentor Banks of qualified, exemplary senior principals who can sponsor and mentor new APs as an “in house” model for developing district talent is an original idea that could be easily implemented in larger school districts.

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Section: In-house Models For Developing Ap Talentmentioning

confidence: 96%

As assistant principals enter their careers: a case for providing support

Marshall

Davidson

2016

International Journal of Mentoring and Coaching in Education

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“…There is also a realistic indication that Headship might not be attainable for all Deputy Headteachers within their career journey. Further emotional challenges within the role might be associated to role ambiguity and workload challenges (Muijs and Harris, 2003). In proposing a solution for stress management, Dunham (1994) posits that school teachers and non-teachers can learn from each other about how to deal with workload pressure within a whole school stress management policy.…”

Section: Managing Change and Emotion In Leadershipmentioning

confidence: 99%

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Bruce-Golding

2019

Journal of Education

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There is a dearth of literature about the career life courses and voices of Deputy and Assistant Headteachers in secondary schools. This thesis examines the career trajectories and the experiences of Headship from 14 Deputy and Assistant Headteachers in secondary schools in Birmingham, England. A two-phase, mixedmethod study (survey and semi-structured life history interviews) was employed as part of an explanatory sequential design. This research builds upon previous work in life history studies along with career phases and stages research. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialization experiences can determine whether they stay, leave or climb the career ladder to Headship. This thesis tentatively suggests that Deputy and Assistant Headteachers lean towards displaying mainly Bonder, Bridger or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws on the distinction between bonding and bridging social capital and career transition in school leadership and management. iii This thesis is dedicated to: My parents Austin and Vashti; who have taught me about the value of education and perseverance during challenge through their life histories and their inimitable approach to life, and Robert: for being my rock and wonderful support. Life history exploration is a powerful way of walking with and understanding the individual's unique life pathway which informs and guides their values, morals, decisions, attitudes towards justice and personal agency. I would like to extend a very special thank you to Professor Julie Allan for having an open door and providing the encouragement, guidance and support when I most needed it. My family and friends Thank you to my family and friends, in particular to Angela, Deborah, Ray, Antonio and Audrey, who have been voices of continued positivity and encouragement for me to strive towards my goals.

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“…Target management has put greater pressure on principals to achieve greater levels of success (Elstad & Turmo, 2011). Due to this development, many countries have experienced either the rise in the number of middle management leaders-department heads (Kaplan & Owings, 1999;Muijs & Harris, 2003;Owen et al, 1983;Sun, 2012)-or an increasing need for middle management (Bennet, 2004;Busher, 2005Busher, , 2006Glover, Gleeson, Gough, & Johnson, 1998).…”

Section: Introduction and Purposesmentioning

confidence: 99%

Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership

Brandmo

Tiplic

Elstad

2019

International Journal of Leadership in Education

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Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals' feedback for department heads, department heads' trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads' self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedback-based school leadership is positively related to department heads' self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads' mentoring selfefficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads' self-efficacy, perceived job autonomy, and role clarity.

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