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(EDD) a Research Enquiry to Ascertain the Extent to Which Managerialism Has Permeated the Headship Role in England. Coles, Peter

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(EDD) a Research Enquiry to Ascertain the Extent to Which Managerialism Has Permeated the Headship Role in England. Coles, Peter University of Bath DOCTOR OF EDUCATION (EDD) A Research Enquiry to Ascertain the Extent to Which Managerialism has Permeated the Headship Role in England. Coles, Peter Award date: 2016 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 A Research Enquiry to Ascertain the Extent to Which Managerialism has Permeated the Headship Role in England. Peter William Richard Coles A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION UNIVERSITY OF BATH Department of Education December 2015 Attention is drawn to the fact that copyright of this thesis rests with its author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior written consent of the author. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation with effect from………………. Signed on behalf of the Faculty of Education ................................... Acknowledgements It has been a long journey of nine years during which I have lived in three different countries, seven different homes and worked in four different schools. However, there have been three constants on that journey. The first is my wife Ulku who has supported me every single step of the way, thank you for all that you have done. The second is my mother who has kept me going during the long summers of writing, thanks for the tea and cake Mom. The third is Professor Hugh Lauder, who has supported me beyond any reasonable expectation and has always been ready with those three very important words, ‘Peter, keep going.’ Cheers Hugh! Thank you to Dr David Eddy Spicer who assisted me during tough times and also to Dr Manuel Souto-Otero for doing likewise. Thanks also to Professor Jeff Thompson & Dr Mary Hadyn for your constant support and to Professor Chris James, Professor Stephen Gough, Professor Roger Dale and Dr Alan Reid whose guidance during the study units has benefitted me throughout this endeavour. Finally, for my daughters, Dilara & Sara, even though this research enquiry was born before you both, thank you for showing me that there is more to life than a keyboard and a highlighter pen, I’m sorry for the time I’ve missed with you, but Daddy’s back now. 1 Abstract This research enquiry examines the extent to which managerialism has permeated the headship role in England. It analyses the literature pertaining to the changing role of headship in England, managerialism, the marketization of education and the impact that these elements have had on the headship role in England, as well as the manner in which they have impacted upon schools in general. The study also explored England’s National College for School Leadership, its headship standards and its generic headship training. The research was conducted by way of semi-structured interviews with six headteachers, two of whom were new to headship, two of whom had more than five years of experience and two of whom were retired. The sample included a mix of state school and independent school headteachers. The data revealed a stark contrast between the professional experiences of state school headteachers and independent school headteachers. The state school headteachers cited pressures of governmental interference and also noted the pressures posed by the socioeconomic background of the given school’s intake. The headteachers also expressed feeling insecure from one day to the next and there was an overriding sense of confusion predominantly due to constant changes in government directives. By contrast, any impact on the independent school headteachers from government intervention and interference was demonstrably absent. 2 CONTENTS Title Page Acknowledgements.............................................................................................................. 1 Abstract ............................................................................................................................... 2 Tables .................................................................................................................................. 7 Chapter One: Introduction ................................................................................................ 8 1.1 Research Question........................................................................................................ 8 1.2 Background and Justification of the Substantive Topic............................................... 8 1.3 My Position as Researcher ........................................................................................... 9 1.4 Structure of the Research Enquiry ............................................................................... 10 Chapter Two: Literature Review ...................................................................................... 13 2.1 The Changing Role of Headship in England................................................................ 13 2.1.1 Headship Terms .................................................................................................. 13 2.1.2 Headship in England from 1944-1988 ................................................................ 14 2.1.3 The Education Reform Act of 1988 .................................................................... 19 2.1.4 New Labour (1997-2010).................................................................................... 26 2.1.5 The Liberal Democrat-Conservative Coalition (2010-2015) .............................. 29 2.2 Managerialism, Markets & Manifestations .................................................................. 33 2.2.1 Definition: What is Managerialism? ................................................................ 33 2.2.2 A Brief History of Managerialism ................................................................... 35 2.2.3 Criticisms of Managerialism ............................................................................ 38 3 2.2.4 Markets............................................................................................................. 41 2.2.5 National College, National Standards, National Qualification ........................ 43 2.2.5.1 The National College for School Leadership ....................................... 43 2.2.5.2 The National Standards for Headteachers ............................................ 46 2.2.5.3 The National Professional Qualification for Headship ........................ 49 2.3 Conclusion.................................................................................................................... 54 Chapter Three: Research Methodology ............................................................................ 56 3.1 Introduction .................................................................................................................. 56 3.2 Research Aim & Questions .......................................................................................... 56 3.3 Methodological Foundation ......................................................................................... 57 3.4 Research Approach ...................................................................................................... 62 3.4.1 Semi-structured Interviews ................................................................................. 63 3.5 Interview Schedule ....................................................................................................... 67 3.6 Sample .......................................................................................................................... 68 3.7 Logistical Considerations & Practices ......................................................................... 72 3.8 Data Analysis ............................................................................................................... 73 3.9 Ethics ............................................................................................................................ 77 3.9.1 Pre-Interview Stage ............................................................................................. 78 3.9.2 Interview Stage.................................................................................................... 79 3.9.3 Post-Interview Stage ........................................................................................... 79 3.10 Anonymity and Confidentiality....................................................................................
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