Portraits of UK Black and South Asian headteachers five years on: Leadership retention in the age of academization

Abstract

This article analyzes the career trajectories of eight Black and South Asian headteachers who were part of a larger study of three generations of Black, Asian, and Minority Ethnic (BAME) headteachers (28) interviewed in 2015 (Johnson, 2017). Using a longitudinal life history approach and portraiture, it seeks to answer the question, “How do Black and South Asian headteachers narrate their career progression and leadership values over time?” In particular, I explore the growth of academization and the formation of Multi-Academy Trusts (MATs) on the work lives of Black and South Asian headteachers and the role of autonomy, value alignment, and professional support on their leadership retention.

Empathetic Disposition, Stewardship as Principals’ Leadership Practices and Teachers’ Commitment in Delta State Mission Schools

“…The relationship between principals' empathetic leadership and teachers' commitment has received increasing attention in recent education research. Study found that when principals displayed empathy, care, and concern for teachers, it fostered greater teacher commitment, job satisfaction, and retention (Johnson et al, 2021). The researchers attributed this to teachers feeling valued, supported, and invested in by empathetic principals.…”