Examining the mediating effect of job satisfaction on the relation between responsibilities and career aspiration of vice-principals

Kwan, Paula

doi:10.1016/j.ijer.2011.11.004

Cited by 13 publications

(17 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interestingly, although Caitlin describes her teaching and learning responsibilities as being clearly demarcated, her perception that she does 'everything' suggests that there is an ill-defined quality to her role as 'second in command'. This is in keeping with the literature on deputy headship which has traditionally highlighted the absence of clearly defined parameters, demands and expectations relating to the role (Kwan, 2011).…”

Section: The Deputy Headteacher Rolesupporting

confidence: 79%

See 1 more Smart Citation

The career experiences and aspirations of women deputy head teachers

Guihen¹

2018

Educational Management Administration & Leadership

View full text Add to dashboard Cite

This article draws on the findings of an in-depth study which sought to explore the career histories and professional aspirations of twelve women deputy head teachers in England. In view of the ongoing under-representation of women in secondary headship and the scarcity of literature focusing solely on deputy heads, the study aimed to gain an insight into how female potential aspirants to headship perceive their professional futures. This article explores the heterogeneous ways in which the sample experienced deputy headship and the influence that these experiences had on their career aspirations. The themes that emerged from the women's narratives highlighted both the enabling and constraining nature of deputy headship. Analysis also revealed that deputies' day-to-day work had the potential to facilitate or curtail aspirations to headship. This article argues that women's experiences of deputy headship should be taken into consideration in debates concerning the underrepresentation of women in secondary headship. Implications for leadership development and support as well as avenues for future research are identified.

show abstract

Section: The Deputy Headteacher Rolesupporting

confidence: 79%

“…Deputies play an important leadership role and are possible candidates for head teacher recruitment (Kwan, 2011).…”

Section: Deputy Headshipmentioning

confidence: 99%

The career experiences and aspirations of women deputy head teachers

Guihen¹

2018

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…In comparison to their head teacher colleagues, the views, careers and aspirations of deputy head teachers have received little academic attention (Lee et al, 2009). This is despite the significant role that deputy head teachers play in school life (Kwan, 2011) and the unique position they find themselves in to ‘observe first-hand the various role dynamics’ of headship (Cranston, 2007: 110). In the relative absence of empirical studies concerned solely with deputy head teachers and their experiences, Cranston et al (2004: 225) characterize this professional group as ‘forgotten leaders’.…”

Section: Introductionmentioning

confidence: 99%

The two faces of secondary headship

Guihen

2017

Management in Education

View full text Add to dashboard Cite

Men continue to outnumber women at the secondary head teacher level. This article reports on some of the preliminary findings of a larger study exploring the ways in which women deputy head teachers, as potential aspirants to headship, perceive the secondary head teacher role. Using an Interpretative Phenomenological Analysis methodology, semi-structured interviews were conducted with 12 participants. The data revealed that, while making decisions about their professional futures, the majority of the women held dual, contradictory images of secondary headship. One image consisted of a role plagued by risk, performativity and stress, whereas the other focused on the agentic capacity head teachers have to transform lives and communities. The article highlights the ways in which a belief in the power of headship to make a meaningful difference to the lives of young people can encourage some women to aspire towards headship regardless of the precarity they perceive as being ingrained within the head teacher role.Keywords: career, educational leadership, professional aspirations, secondary headship, women IntroductionHow do women deputy head teachers working in English secondary schools perceive headship? Do they aspire to climb the next rung of the occupational ladder? This article endeavours to address these questions by drawing on some of the preliminary findings of a larger study that focuses on the lived experiences of women deputies and the ways in which these influence the likelihood of their aspiring towards the 'top job'. It aims to explore how women deputy head teachers, as potential aspirants to headship, understand and make sense of the secondary head teacher role. BackgroundThe most recent school workforce data in England show that, despite making up over half of all classroom teachers, women continue to be underrepresented at the secondary head teacher level (Department for Education [DfE], 2016). The disparate representation of men in secondary headship models unjust leadership practices to young people (Fuller, 2015), reinforces gender stereotypes, and sends the message to women teachers that secondary school leadership is inaccessible (Harris et al., 2003). As Moorosi (2015: 21) points out, the underrepresentation of women in educational leadership positions is a 'long-standing problem which has received significant attention in different contexts over the years'. There is, therefore, a strong body of literature exploring the constraints that women face on the road to headship (Grogan and Shakeshaft, 2011). Argued to be 'surprisingly similar across countries and cultures' (Shakeshaft, 2006: 500), the medley of factors shaping and constraining senior women's career paths is said to include family and caring responsibilities (see, for example, Conley and Jenkins, 2011), and stereotyping and gender bias (see, for example, Coleman, 2007), as well as negative perceptions of the head teacher role (see, for example, Oplatka and Tamir, 2009). In addition to identifying potential obstacles to seconda...

show abstract

“…The assistant principal position and job satisfaction has not garnered much attention or research. As Kwan (2011) states, "Research into the intricacies of the [vice-principalship] has lagged far behind in-depth studies into the principalship itself" (p. 350). However, there has been some research that discusses assistant principal job satisfaction.…”

Section: Safety Physiologicalmentioning

confidence: 99%

“…The assistant principal position was once an entry-level educational administration position that was a pipeline to the principalship (Munoz & Barber, 2011;Nickerson & Rissmann-Joyce, 1991). The position dealt mostly with student discipline and attendance; supervision of hallways, cafeteria, and extra curricular activities; and other responsibilities passed down by the principal, usually because they were less desirable jobs (Kwan, 2011;Munoz & Barber, 2011;Scoggins & Bishop, 1993). Assistant principals used this position as a stepping-stone to the principalship (Nickerson & Rissmann-Joyce, 1991).…”

Section: Assistant Principalship Backgroundmentioning

confidence: 99%

Developing a predictive model to identify job satisfaction among Missouri secondary assistant principals using the Minnesota satisfaction questionnaire

Coughlin¹

View full text Add to dashboard Cite

"The purpose of this quantitative study is to determine if a predictive model can be created to identify job satisfaction among Missouri secondary assistant principals using the Minnesota Satisfaction Questionnaire (MSQ). A one-shot, non-experimental survey (Creswell, 2009) was created using Google forms and distributed to secondary assistant principals using the MSQ short form questionnaire. The MSQ identifies 20 categories related to job satisfaction and scores the respondent based on his/her answers. The MSQ and summary statistics will be used to identify which factors have the highest impact on assistant principal job satisfaction. Summary statistics will include assistant principal job satisfaction, years in assistant principal position, years teaching, size of building, salary, age, gender, education level, MSIP5 percent of points earned, and responsibilities. These ten data points will be analyzed in conjunction with the 20 MSQ categories using the Statistical Packages for the Social Sciences V22.0 (SPSS). A backward stepwise regression analysis will be utilized in order to predict assistant principal job satisfaction."--Page 6-7

show abstract

Examining the mediating effect of job satisfaction on the relation between responsibilities and career aspiration of vice-principals

Cited by 13 publications

References 35 publications

The career experiences and aspirations of women deputy head teachers

The career experiences and aspirations of women deputy head teachers

The two faces of secondary headship

Developing a predictive model to identify job satisfaction among Missouri secondary assistant principals using the Minnesota satisfaction questionnaire

Contact Info

Product

Resources

About