THE ROLES AND RESPONSIBILITIES OF
HEAD TEACHERS
Introduction
1. The following report is based on a total of 224 responses received from head teacher and leadership group members selected at random to give a geographical spread in England and Wales. Members were surveyed in autumn 2006 on their perceptions of the head teacher role and how it might develop in the future. A comparison of head teachers and deputy head teachers was also carried out and where applicable, reference is made within the report to differences found. For a full set of results, please refer to Appendix A. Appendix B displays the full results of any noted differences found as a factor of the respondents’ positions in the school leadership team.
About the respondents
2. The majority of respondents were female (70 per cent) and white (98 per cent). One per cent (2 members) was of black Asian origin and 1 per cent did not answer this question. One respondent indicated that they had a disability.
3. Forty per cent of respondents were over 51 years of age and a further 36 per cent were between 41 and 50 years of age. Twenty-two per cent were 31–40 years and 2 per cent were 26–30 years. This is broadly in line with the national age profile of head teachers.
4. The majority of respondents (70 per cent) worked in a primary school whilst 14 per cent worked in a secondary school (see table 1 below).
Type of school / No. / per centNursery / 7 / 3.1
Primary / 158 / 70.5
Nursery and Primary / 5 / 2.2
Primary and Other / 1 / 0.4
Secondary / 31 / 13.8
Special / 16 / 7.1
PRU / 1 / 0.4
Other / 5 / 2.2
Table 1: Respondents’ place of work
5. Almost half of respondents (47 per cent) were head teachers and a further 41 per cent were deputy head teachers. Eleven per cent were assistant head teachers. The under-representation of assistant head teachers in the sample is likely to be due to the high proportion of respondents from primary schools, where the assistant head teacher post is comparatively uncommon.
6. Fifty-five per cent of respondents had been in their leadership role for between one and five years. Twenty-two per cent had been in their role for six to ten years. Only 8 per cent had been in their role for less than one year whilst 8 per cent had been in their role for 16 years or over (4 per cent for 16 to 20 years and 4 per cent for more than 21 years).
7. The majority of respondents (59 per cent) had not gained the National Professional Qualification for Headship (NPQH). There was only a small difference in the proportion of head teachers who had gained this compared to deputy and assistant head teachers (48 per cent of head teachers and 40 per cent of deputy and assistant head teachers).
8. Of those respondents who had gained the NPQH, 78 per cent had found it either quite or very useful. Thirteen per cent felt it was not very useful, 4 per cent not at all useful and 5 per cent were unsure or had mixed views (see fig. I).
9. Comments regarding the usefulness of the course were mixed, with some finding it vital to their role whilst others reporting that they found it of little use:
“I found NPQH to be extremely relevant to my role as deputy head teacher, understanding how important all elements of leadership are. It also gave me reassurance from talking to colleagues and tutors that my vision for my school was a good one - despite a lot of reluctance from some staff”
(Primary Head)
“NPQH was the best training I have had - it convinced me I wanted to become a head. The course was very comprehensive”
(Primary Head)
“Over concentration on broad brush 'visionary' leadership and too little on practical details of the real hard slog of school improvement”
(Secondary Deputy Head)
“Theoretical underpinning/management input was very useful but there was a lot of wasted time too with too much anecdotal input of little value”
(Primary Head)
“The breadth of the course was good, but people skills were overlooked when assessing. I felt that provided you attended the training days and read the folders you passed, regardless of whether you would make a good head teacher or not”
(Primary Head)
10. Comments made also suggested that the usefulness of the course depended in some cases on when the qualification was obtained.
“I took NPQH in cohort 2. Although very demanding it equipped me well for being a head teacher. Later groups have had a 'watered down' approach - not as thorough”
(Primary Head)
“I was first cohort 1998/9; we had to have training on Saturdays. I used to dread it. As soon as I got my headship I transferred to fast track”
(Primary Head)
11. The respondents’ views on the NPQH modes of delivery and nature of assessment were also mixed; 4 per cent commented positively on the residential component of the course. Two respondents who were part of an early cohort commented that there was a lack of face to face contact and school based assessment. Others, however, commented positively on the networking opportunities that the course provided.
12. Twenty per cent of those who had gained the qualification felt that financial or budget management had not been covered sufficiently in the course and 5 per cent thought that the practicalities and day to day issues faced by head teachers should have been addressed in more detail. Other areas that were seen as under-represented during NPQH training were health and safety, personnel issues and special schools. Four per cent of those with NPQH thought there was too much paperwork or documentation. Focusing on the head teacher’s ‘vision’ was considered by two per cent to be overrepresented in the programme.
13. Of those who had not gained the NPQH, over half (54 per cent) had no intention of gaining it (see table 2 below). Head teachers were more likely to say they had no intention of gaining the qualification (80 per cent of those who did not have the NPQH) compared to 36 per cent of deputy head teachers. Twenty-five per cent of deputy head teachers without the qualification intended to obtain it within the next year, compared to only 9 per cent of head teachers and 20 per cent of deputy head teachers who intended to obtain the qualification within the next three years or ‘at some point’ compared to just four per cent of head teachers. Reasons for not intending to complete the course included age/nearing retirement (11 per cent), too much work and/or lack of time (11 per cent) and for deputy and assistant head teacher respondents, having no intention of taking up headship (5 per cent).
“Holding back at the moment as I’d like to spend some time with my own young family.”
“Starting a family so see that as priority.”
“Have decided that the role of head teacher is not one I aspire to – have barely enough time to be deputy head teacher – no time to complete NPQH.”
“Spent four years previously studying for an MSc in Educational Management – seems unfair to now have to do another qualification especially for LT members with grown children like myself. I took my MSc when only had one child, now have three and no time to study as well as work.”
“I find that at present I struggle with the work-life balance – to take on any more would be a struggle. It puts me off moving up the ladder.”
“Negative feedback from colleagues about the course content, i.e., too much role play. Also at present could not take on any extra work load or time out of classroom.”
“Don’t want to be a head teacher but the course seems interesting.”
Intention to gain NPQH / No. / per cent of respondents without NPQHYes, within the next year / 25 / 18.9
Yes, within the next three years / 9 / 6.8
Yes, at some point / 8 / 6.1
No / 72 / 54.5
Unsure/mixed views / 14 / 10.6
Not answered / 4 / 3.0
Table 2: Do you intend to gain NPQH?
14. Twenty-seven per cent of respondents had other leadership qualifications. These included MA Education (20 per cent), a management related advanced diploma or certificate (13 per cent), MA/MSc Educational Management (10 per cent) and other education related/unspecified MA/MSc (21 per cent). Head teachers (33 per cent) were more likely to have other leadership qualifications than deputy and assistant head teachers (22 per cent).
Respondents’ Perceptions of Head Teacher Roles and Responsibilities
15. When asked how respondents would define the role and responsibilities of the head teacher, a range of responses were provided. Table 3 below shows the most frequently given definitions. It can be seen that “providing a good standard of education/teaching and learning for all children” was the most common response, along with “providing strategic leadership and developing and realising a clear vision and ethos for the school.
Definitions of the role and responsibilities of the head teacher / No. / per centHigh quality teaching and learning/education of children / 87 / 38.8
Strategic leadership/vision/ethos / 75 / 33.5
Lead/develop staff/ensure welfare of staff / 57 / 25.4
‘All encompassing’/multi-faceted / 30 / 13.4
Ensuring welfare/wellbeing of children/pastoral role / 26 / 11.6
Budgeting/financial management / 19 / 8.5
Drive to improve school/raise standards / 17 / 7.6
To inspire/motivate / 13 / 5.8
Managing health and safety issues / 10 / 4.5
Working with parents / 10 / 4.5
Table 3: How would you define the role and responsibilities of the head teacher? Top ten responses
16. The following quotes typify a number of responses given:
“The Head's role is to move the school forward for the benefit of every pupil, to form a team which includes every member of staff, which delivers opportunities for high quality learning and to create a happy, secure environment”
(Primary Head)
“To lead by example. To drive the school through strategic planning. To have specific visions for the school (and make his/her staff believe in these visions). To play a key pastoral role towards staff and children.”
“Constantly evolving – the need to be flexible and respond to change in a rapidly developing framework.”
“To be accountable for the leadership and management of a centre where integrated care and education is available for all, in the community that it is part of.”
“Lead, inspire, manage others, identify vision and value, ensure quality education for all. Develop dispersed leadership in school, liaising with all stakeholders, etc.”
“An enabler who although having overall responsibility for the running of the school works in partnership with teaching colleagues, the governing body and parents to deliver opportunities for children to reach their highest potential.”
“Leader to both children and staff. The head teacher must have a vision to bring both teaching and learning forward and be inclusive to the governors, school and local community”
(Primary Deputy Head)
17. Whilst most respondents chose to focus on the mainly positive roles of the head teacher, some commented on the problems faced by heads in their role:
“Someone who works very long hours for lots of hassle/harassment/complaints/lack of parental support/too much parental expectation and totally unsupported by a government who continues to throw out far too many new initiatives with no money to support them”
(Primary Assistant Head)
“Jack of all trades! Educator, manager, financial wizard, social worker. Government dogsbody - just have to remember that children are at the heart of the job and they are what matter”
(Primary Head)
“All things to all men! Or bloody near impossible - take your pick - mind you I thoroughly enjoy the challenge of the job”
(Special School Head)
“In a small school you are primarily a business manager, with responsibility for personnel issues, building management, health and safety, budget. You are also responsible for welfare of pupils, children in need, child protection, and look after children. You allocate places, sort out clusters, implement new strategies and a very small proportion is about leading learning”
(Nursery Head)
“Endless, everything no one else is prepared to do, hasn't done well. The person blamed for everything from standards to crumbling buildings”
(Primary Deputy Head)
18. When ranked by importance, strategic educational leadership was seen by respondents as the most important aspect of headship, which supports the findings of the first question of this section. Of those who completed the question fully, 81 per cent felt this was the most important aspect. On average, bureaucracy and paperwork were seen as the least important aspects of headship with sixty-five per cent of respondents ranking this aspect as either a nine or ten. See table 4 below for average rankings, out of ten, with one as most important. Other important aspects of headship suggested by respondents included interaction with parents, teaching commitments, working with local authorities and working with governors.
Aspects of headship / Average RankingStrategic educational leadership / 1.4
Interaction with children / 2.7
Staff management and development / 2.8
School budget / 4.9
Multi-agency working e.g. health, social services / 5.9
Partnership working with other schools / 6.0
School premises / 6.4
External links e.g. business, community / 7.3
Bureaucracy/paperwork / 8.2
Table 4: Ranking of aspects of headship in order of importance (1= most important; 10=least important.)