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Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

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

British Educational Research Journal, Volume: 44, Issue: 4, Pages: 608 - 625

Swansea University Author: Andrew James Davies Orcid Logo

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DOI (Published version): 10.1002/berj.3450

Abstract

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post-2011 has restricted HTs’ professional agency and re-orientated the head teacher role t...

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Published in: British Educational Research Journal
ISSN: 0141-1926 1469-3518
Published: Wiley 2018
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa66331
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spelling v2 66331 2024-05-08 Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales 0f10dbd0f6e292e5ee4e1801ae95137e 0009-0008-1324-3913 Andrew James Davies Andrew James Davies true false 2024-05-08 SOSS This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post-2011 has restricted HTs’ professional agency and re-orientated the head teacher role towards organisational professionalism. Drawing on semi-structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales. Journal Article British Educational Research Journal 44 4 608 625 Wiley 0141-1926 1469-3518 head teachers; Wales; organisational professionalism; accountability; teacher agency; mentoring 11 8 2018 2018-08-11 10.1002/berj.3450 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Higher Education Funding Council for Wales 2024-06-20T14:23:31.1947852 2024-05-08T11:40:00.3196173 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Mark Connolly 0000-0003-4278-1960 1 Emmajane Milton 0000-0001-8065-9857 2 Andrew James Davies 0009-0008-1324-3913 3 Rhian Barrance 4 66331__30703__307529b66cd3453eac178635d3f2db1b.pdf 66331.VoR.pdf 2024-06-20T14:22:04.3303215 Output 158560 application/pdf Version of Record true © 2018 The Authors. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
spellingShingle Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
Andrew James Davies
title_short Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
title_full Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
title_fullStr Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
title_full_unstemmed Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
title_sort Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales
author_id_str_mv 0f10dbd0f6e292e5ee4e1801ae95137e
author_id_fullname_str_mv 0f10dbd0f6e292e5ee4e1801ae95137e_***_Andrew James Davies
author Andrew James Davies
author2 Mark Connolly
Emmajane Milton
Andrew James Davies
Rhian Barrance
format Journal article
container_title British Educational Research Journal
container_volume 44
container_issue 4
container_start_page 608
publishDate 2018
institution Swansea University
issn 0141-1926
1469-3518
doi_str_mv 10.1002/berj.3450
publisher Wiley
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 considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post-2011 has restricted HTs’ professional agency and re-orientated the head teacher role towards organisational professionalism. Drawing on semi-structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.
published_date 2018-08-11T14:23:30Z
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score 11.013148

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