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Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities

Andrew James Davies Orcid Logo, Emmajane Milton, Mark Connolly, Rhian Barrance

Cylchgrawn Addysg Cymru / Wales Journal of Education, Volume: 20, Issue: 2, Pages: 204 - 224

Swansea University Author: Andrew James Davies Orcid Logo

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DOI (Published version): 10.16922/wje.20.2.11

Abstract

This article explores issues of headteacher recruitment, retention and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in c...

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Published in: Cylchgrawn Addysg Cymru / Wales Journal of Education
ISSN: 2059-3708
Published: University of Wales Press/Gwasg Prifysgol Cymru 2018
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa66330
first_indexed 2024-05-09T10:31:28Z
last_indexed 2024-11-25T14:17:54Z
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spelling 2024-06-20T14:00:47.1875391 v2 66330 2024-05-08 Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities 0f10dbd0f6e292e5ee4e1801ae95137e 0009-0008-1324-3913 Andrew James Davies Andrew James Davies true false 2024-05-08 SOSS This article explores issues of headteacher recruitment, retention and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in changes to headteachers' professional roles and identities and that some aspects have militated against headteachers' cultivation and exercising of their 'professional capital' (Hargreaves and Fullan, 2012). The data is derived from thirty semi-structured interviews conducted with headteachers, deputy and assistant heads throughout Wales. Participants' accounts articulate concerns that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that head-teachers often lack independent sources of support, advice and mentoring, which they can access without the burden of additional scrutiny and accountability. The article concludes by offering a series of observations and recommendations to inform recent renewed efforts to create a new support infrastructure and framework for the development of educational leadership in Wales. Journal Article Cylchgrawn Addysg Cymru / Wales Journal of Education 20 2 204 224 University of Wales Press/Gwasg Prifysgol Cymru 2059-3708 Wales; headteacher recruitment; professional capital; headteacher professional development 1 11 2018 2018-11-01 10.16922/wje.20.2.11 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University 2024-06-20T14:00:47.1875391 2024-05-08T11:39:26.4485440 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Andrew James Davies 0009-0008-1324-3913 1 Emmajane Milton 2 Mark Connolly 3 Rhian Barrance 4 66330__30701__e22c61c3e916416583b8fb6efa4f20aa.pdf 66330.VoR.pdf 2024-06-20T13:58:53.4408409 Output 308143 application/pdf Version of Record true Released under the terms of a CC-BY-NC-ND license. true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
title Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
spellingShingle Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
Andrew James Davies
title_short Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
title_full Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
title_fullStr Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
title_full_unstemmed Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
title_sort Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities
author_id_str_mv 0f10dbd0f6e292e5ee4e1801ae95137e
author_id_fullname_str_mv 0f10dbd0f6e292e5ee4e1801ae95137e_***_Andrew James Davies
author Andrew James Davies
author2 Andrew James Davies
Emmajane Milton
Mark Connolly
Rhian Barrance
format Journal article
container_title Cylchgrawn Addysg Cymru / Wales Journal of Education
container_volume 20
container_issue 2
container_start_page 204
publishDate 2018
institution Swansea University
issn 2059-3708
doi_str_mv 10.16922/wje.20.2.11
publisher University of Wales Press/Gwasg Prifysgol Cymru
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
active_str 0
description This article explores issues of headteacher recruitment, retention and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in changes to headteachers' professional roles and identities and that some aspects have militated against headteachers' cultivation and exercising of their 'professional capital' (Hargreaves and Fullan, 2012). The data is derived from thirty semi-structured interviews conducted with headteachers, deputy and assistant heads throughout Wales. Participants' accounts articulate concerns that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that head-teachers often lack independent sources of support, advice and mentoring, which they can access without the burden of additional scrutiny and accountability. The article concludes by offering a series of observations and recommendations to inform recent renewed efforts to create a new support infrastructure and framework for the development of educational leadership in Wales.
published_date 2018-11-01T20:30:32Z
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score 11.04748

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