Secondary School Management: Deputy‐Heads' Perspectives of Their Jobs

Paisey, Alan; Spackman, Bob

doi:10.1080/0305763820080305

Cited by 3 publications

(3 citation statements)

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“…The Headteacher and Deputy Headteacher roles and responsibilities sometimes overlap, which can result in a lack of role clarity and tensions within the role (Paisey and Spackman, 1982;Lawley, 1988;Harvey, 1994;Cranston et al, 2004;Cranston, 2007). It could also be argued that the terms 'Assistant' and 'Deputy' imply a subordinate, relational and dependent role to another individual, and may not fully acknowledge the qualifications, expertise and experience held by those in such positions (Cranston et al, 2004, p. 230).…”

Section: Factors Affecting Applications For Headshipmentioning

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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Section: Factors Affecting Applications For Headshipmentioning

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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“…Similarly, participation may be found to incur excessive organisation defence costs -that is, the expenditure of time, money, energy and morale units to protect the organisation from all outside dangers. Again, the corollary of this is that greater participation may be needed in order to protect the organisation sufficiently on all fronts (Paisey, 1981 a}. Thus, participation becomes a major determinant of the very standing of the organisation in terms of the production of educational services and achievement for which it exists. Participation has been represented as having both inevitable and voluntary components.…”

mentioning

confidence: 96%

“…Participation is commonly assumed to correlate positively with job satisfaction -especially when expressed as job enrichment -but the very complexity of the identity of participation as indicated by the foregoing analysis makes such assumptions dubious. It is far from the case that all teachers -whether in primary or secondary educationare ready to undertake more participation, however it is defined (Paisey, 1981b;Paisey and Spackman, 1981). Clearly, a great deal depends on how much participation is already enacted, as Olsen and Osen (1981, pp.…”

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confidence: 96%