The Roles and Tasks of a Subject Head of Department in Secondary Schools in England and Wales: a neglected area of research?

Turner, Chris

doi:10.1080/0260136960160207

Cited by 30 publications

(1 citation statement)

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“…Furthermore, our findings are consistent with the idea that department heads may be more reluctant to monitor the quality of teaching and learning within their department due to a perceived contradiction with egalitarian norms and the focus on teacher autonomy typically present in schools (Turner, 1996;Wenner & Campbell, 2016). Moreover, group-oriented departmental leadership is dominant over other leadership behaviors in the literature.…”

Section: Discussionsupporting

confidence: 86%

The Role of Departmental Leadership for Professional Learning Communities

Vanblaere

Devos

2017

Educational Administration Quarterly

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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.

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Section: Discussionsupporting

confidence: 86%