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Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions

Milton, Emmajane, Morgan, Alexandra, Davies, Andrew James, Connolly, Mark, Donnelly, Damian and Ellis, Iwan 2020. Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 10.1080/13603124.2020.1811898
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Abstract

The majority of studies into recruitment to the headship role have focused on supply-side dynamics and teachers’ own accounts of the factors that (dis)incentivize them from aspiring or progressing to headship. Significantly less work has been done in analyzing demand-side factors. This paper addresses the gap by presenting findings from a mixed-methods analysis of headteacher job descriptions (n = 67) published in a complete school year within Wales – one of the UK’s devolved education systems. A discourse analysis was conducted, based on organizational and occupational conceptions of professional work, which informed a subsequent content analysis of the job descriptions. Our findings identified a dominance of articulations that privileged organizationally-orientated understandings of headship and evidence of a lack of contextualization and agency by stakeholders responsible for recruitment. Such ‘demand-side’ analysis offers scope for examining and understanding the way in which headship is framed and aligns with policy within a variety of international educational contexts and jurisdictions.

Item Type: Article
Date Type: Published Online
Status: In Press
Schools: Social Sciences (Includes Criminology and Education)
Publisher: Taylor & Francis (Routledge)
ISSN: 1360-3124
Date of First Compliant Deposit: 21 August 2020
Date of Acceptance: 13 August 2020
Last Modified: 27 Nov 2020 14:36
URI: http://orca.cf.ac.uk/id/eprint/134315

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