A new evaluation of Scotland’s mandatory headteacher qualification has found that it is “a programme worthy of national and international recognition”.
However, the evaluation also lays bare the tremendous pressure that school leaders are under and the “genuine concerns” about the extra workload generated by the course.
The research - published this week by Education Scotland and undertaken by Professor Alma Harris, one of the Scottish government’s international education advisers - finds that the extra workload associated with the master’s-level course may be deterring some people from applying to become headteachers. And this comes at a time when “the demands for headteachers is currently outpacing supply in many parts of Scotland”.
The National Into Headship Programme Evaluation Report calls for “protected or dedicated time” for aspiring or acting school leaders to undertake Into Headship, and also suggests that “the pace and the content of the programme is an important consideration”.
One Into Headship graduate, who participated in the research, pointed out that a 7,000-word piece of work was due between January and the spring, which “is just the worst time for schools for so many different reasons”.
Another suggested that the programme could run over 18 months instead of 12, in a bid to ease the pressure on participants.
However, some former participants were enthusiastic about the impact of the programme on their practice, as well as the professional support they continue to receive from the colleagues who they studied alongside.
One described Into Headship as “a profound learning experience that has shaped my thinking and leadership actions”. Another said the programme had been “an incredibly powerful experience” that took them out of their “comfort zone but in a good way” and they were “a better leader because of it”.
The evaluation says: “The evidence from this evaluation underlines that the professionalism, commitment, and dedication of all those involved in the Into Headship programme is outstanding. Consequently, Into Headship is a real strength of the Scottish education system and a programme worthy of national and international recognition.”
However, it also highlights “key considerations” going forward including the “genuine concerns...about the additional stress and pressure from the workload required”.
The report says: “The evaluative evidence underlined the need for protected or dedicated time to undertake Into Headship. It was noted that participants felt that they were continually making difficult choices between the programme and their school responsibilities, which caused them a great deal of stress.”
Some schools provided participants with protected time to complete work associated with the course, but others did not. It also finds that “there were some disparities in the academic demands expected by different universities”, while support at local authority level “ranged from variable to negligible”.
The evaluation adds: “It was noted that some headteachers proved to be more accommodating and supportive of participants, in terms of release time, than others. Hence the issue of time, while not surprising, is an important factor and ongoing consideration.”
Ollie Bray, a strategic director at Education Scotland, said the evaluation highlighted “the many strengths of the current programme” as well as raising “important points around time and workload that we will continue to consider as we move forwards”.
He added: “We will now take some time where we will continue to share the report widely and to reflect on the findings with all those involved in the Into Headship programme nationally, including participants. Our immediate aim is to convene a roundtable to discuss next steps early next year, ideally coinciding with the annual Into Headship conference in March.”
Into Headship - which is a master’s-level qualification - has been mandatory in Scotland for new headteachers since August 2020. It is an Education Scotland leadership programme that is delivered with seven universities across the country.
Councils can appoint school leaders without the Into Headship, on the proviso that they gain the qualification within 30 months of being appointed.
But the local authority education directors who took part in the research said “greater flexibility would be welcome” - particularly for acting heads.
One director highlighted that some heads in their authority were teaching three-and-a-half days a week, as well as running the school and undertaking the Into Headship course.
The director said: “I do have concerns about the workload on individuals, so greater flexibility would be welcome.”
Another director said: “There is a particular difficulty for those who are acting heads, they have to do the course but are running a school. There needs to be more flexibility.”
Meanwhile, a university tutor delivering Into Headship told the researchers they felt the role of headteacher had become “overwhelming” and “simply too much”.
They said: “We cannot prepare them for this role if the pressures are so great. Something has to give.”
