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THE ROLES AND RESPONSIBILITIES OF HEAD TEACHERS

THE ROLES AND RESPONSIBILITIES OF HEAD TEACHERS. A Survey by the National Union of Teachers of its Leadership Group Members. The Survey Sample. A representative sample of a 1,000 – 224 responses. Majority of respondents – female (70 per cent)

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THE ROLES AND RESPONSIBILITIES OF HEAD TEACHERS

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  1. THE ROLES AND RESPONSIBILITIES OF HEAD TEACHERS A Survey by the National Union of Teachers of its Leadership Group Members

  2. The Survey Sample • A representative sample of a 1,000 – 224 responses. • Majority of respondents – female (70 per cent) • white (98 per cent). • 40 per cent over 51; 36 per cent between 41 and 50; • 22 per cent 31-40. • 70 per cent in primary schools. 40 per cent in secondary schools. • 47 per cent of respondents head teachers, 41 per cent deputy heads. 11 per cent Assistant heads. HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  3. How would you define the roles and responsibilities of the head teacher? • High quality teaching and learning/ education of children. (38.8%) • 2. Strategic leadership/vision/ethos. (33.5%) • 3. Lead/develop staff/ensure welfare of staff. (25.4%) HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  4. The percentage of time spent by head teachers on aspects of headship compared with the amount of time head teachers believe they should spend on those aspects • 1. Bureaucracy/paperwork. (33.28% actual) (7.1% desired) • 2. Interaction with children. (20.8% actual) (30.0% desired) • Strategic educational leadership. (14.1% actual) • (36.0% desired) • 4. Staff management and development. (12.4% actual) • (19.7% desired) • 5. School premises. (12% actual)) (6.3% desired) HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  5. The factors which deter deputy and assistant head teachers from applying for headship posts • 1. Paperwork/workload/work-life balance. (70.1%) • Expected level of responsibility and accountability pressures. • (46.0%) • Lack of pay differential and financial incentives. (25.4%) • 4. External pressures/government initiatives. (17.9% ) • 5. General stress/pressure of role. (17.4%). HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  6. The top priorities which would make the role of the head teacher more sustainable and manageable • 1. Reduce external pressures/bureaucracy/improve work-life balance, greater autonomy/freedom of heads. (68.2%) • Greater general support and greater support from local authorities/ government. (25.9%) • More funding for schools. (11.2%) • 4. Improved pay. (10.3% ) HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  7. The intention to gain National Professional Qualification for Headship ( NPQH) • 1. Yes, within one year. (18.9%) • Yes, within the next three years. (6.8%) • Yes, at some point. (6.1%) • 4. No. (54.5% ) N.B.: 80% of head teachers in the sample said they had no intention of gaining the qualification. 36% of deputy heads said they had no intention of gaining a qualification. HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  8. The most attractive recruitment factors for potential head teachers • Developing and implementing of vision and autonomy. • (24.5%) • Working with and impact on children/students. (22.6%) • Ability to make a difference. (13.2%) • Leading, development and working with staff. (13.2% ) • 5. Pay. (10.4%) HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  9. How well prepared are leaders for National Initiatives? • Performance management – (45%) well-prepared; (20%) not well-prepared. • New inspection framework – (89%) well or very well- prepared; • (3% not well-prepared). • Implementing the National Agreement on workload – (71%) well or very well- prepared; (14% not well-prepared). • The ‘Every Child Matters’ agenda – (84.% ) well or very well-prepared. • 5. Personalised learning – (45%) well or very well-prepared; (29%) not well-prepared. • School Federations – (52%) not well-prepared; (24% well-prepared. HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

  10. And, finally …. To be or not to be? The head teacher as a qualified teacher • 1. 92% thought that previous education experience was important to be a head teacher. • 90% said that Qualified Teacher Status (QTS) was very important for the role of a head teacher. • 75% said that a head teacher had to be both an educational leader and organisational manager. • 4. 78% said that it was very important that every school had its own head. HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA

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