Who wants the job at the top? Not many, claims new research. Karen Thornton looks at why prospective headteachers are becoming thin on the ground
ONLY one in eight headteachers feels they were well prepared for the top job in their schools, new research reveals.
The government-backed study shows that two in five of their deputy and assistant heads are reluctant to follow them into headship, reinforcing concerns about a future shortage of school leaders.
Most middle managers - such as department heads and subject leaders - say they need more training for their current roles.
Bureaucracy, paperwork and the endless stream of government initiatives are a big turn-off for school leaders, as they are for classroom teachers.
The research team from the Institute of Education and London Leadership Centre at London University recommends training future leaders in workload management and work-life balance.
Around 2,000 people, including more than 750 headteachers, 240 middle managers and 200 chairs of school governing bodies, were surveyed for the research, on behalf of the Department for Education and Skills.
Heads who are studying for or who have completed the National Professional Qualification for Headship are much more confident about their abilities.
More than two-thirds of NPQH candidates wanted to become heads, but only 27 per cent of deputies and assistant heads were sure about making the move: two in five said they had no plans to do so.
David Hart, general secretary of the National Association of Head Teachers, said: “This research sends the strongest possible message to the Government that not only have prospective heads been badly short-changed when it comes to proper preparation for headship, but that workload reduction is as important for senior management as it is for classroom teachers.
“Unless we get the workload reduction strategy right this autumn, we are going to suffer from a worsening recruitment position into the most senior posts in the profession. That’s a worrying prospect for a government hell-bent on raising standards.”
Other research findings agree with a report from Her Majesty’s Inspectorate, particularly the need for training for all the members of leadership teams as well as individuals, and also training that recognises the particular needs of primary, secondary and special school heads.
Many of these issues are already being tackled by the National College for School Leadership (see story below).
‘Establishing the Current State of School Leadership in England’, see www.dfes.gov.ukresearch
