Sitting in the “hot seat”: new headteachers in the UK

Abstract

Purpose -This article aims to identify the main challenges faced by headteachers after taking up their first headship in the UK. It also compares how these challenges have changed over time. Other purposes include the setting of the initial phase of headship within a whole career model and how heads become socialised into the role. Design/methodology/approach -Based on evidence from empirical studies using longitudinal data over a period of 20 years, the paper reviews the challenges faced by new headteachers in the UK; it also advocates a stage model for studying the principalship. Findings -Many of the main challenges experienced by new headteachers remained the same over a 20-year period; most of the differences were accounted for by changes in government policy over the period. The main difficulties included catering with the legacy of previous incumbents, overcoming established school cultures and communication behaviours, coping with poorly performing staff, and countering a poor public image of the school. Originality/value -The paper uses the main longitudinal data set available on the challenges and difficulties experienced by beginning headteachers in the UK; it also contributes conceptually to the socialization of headteachers and suggests a stage model of headship, relating the beginning phase to a holistic perspective of headteachers' career trajectories.

Professional development of school leaders in Cyprus: is it working?

“…External changes such as greater competition between schools and accountability for academic results have widened the expectations of the role of the principal (Weindling & Dimmock, 2006). Moreover, the increased autonomy for schools in many countries through school-based management has greatly increased the role and importance of the principal as an autonomous leader.…”

“…Moreover, they identified challenges that they encountered, including budget and finance, personnel management, information gathering, politics and self-learning. Weindling and Dimmock (2006), in a review of studies and using longitudinal data over a period of 20 years, concluded that the main difficulties faced by new heads include addressing the legacies of their predecessors, overcoming existing school culture and communication behaviours, dealing with the poor staff performance and a poor public image of the school.…”

Beginning principals: balancing at the top of the greasy pole

“…Research has found that schoolteachers often endow the previous principal with saintly virtues once they leave the school even though they noted their frailties while in post. Weindling and Dimmock (2006) introduce evidence about new principals working in the shadows of their predecessors. Their discussion supports Draper and McMichael's (2000) finding that seven out of ten new principals reported on issues brought about by the previous principal's style of management.…”

“…Crow (2006) and Weindling and Dimmock (2006) note the dynamic and multifaceted nature of principal socialisation. Drawing upon data from a longitudinal study of British principals, the latter authors identify seven stages of socialisation.…”

School Management Competencies: Perceptions and Self-Efficacy Beliefs of School Principals

“…In the United States, for example, a teacher becomes eligible for promotion to the position of principal when they have completed a Masters in educational administration (Tucker & Codding, 2002), while in the United Kingdom, teachers must climb the ranks to become senior faculty, or "deputy headˮ, and must assist the principal during a minimum of five years before being allowed to apply for the position of headmaster (Weindling & Dimmock, 2006).…”