Framing Headship: A Demand-Side Analysis of How the Headteacher Role Is Articulated in Job Descriptions

Autor/inn/en	Milton, Emmajane; Morgan, Alexandra; Davies, Andrew James; Connolly, Mark; Donnelly, Damian; Ellis, Iwan
Titel	Framing Headship: A Demand-Side Analysis of How the Headteacher Role Is Articulated in Job Descriptions
Quelle	In: International Journal of Leadership in Education, 26 (2023) 2, S.339-358 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Milton, Emmajane) ORCID (Morgan, Alexandra) ORCID (Connolly, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1811898
Schlagwörter	Principals; Administrator Role; Occupational Information; Foreign Countries; Discourse Analysis; Content Analysis; Recruitment; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Berufsinformation; Ausland; Diskursanalyse; Inhaltsanalyse; Recruiting; Rekrutierung
Abstract	The majority of studies into recruitment to the headship role have focused on supply-side dynamics and teachers' own accounts of the factors that (dis)incentivize them from aspiring or progressing to headship. Significantly less work has been done in analyzing demand-side factors. This paper addresses the gap by presenting findings from a mixed-methods analysis of headteacher job descriptions (n = 67) published in a complete school year within Wales -- one of the UK's devolved education systems. A discourse analysis was conducted, based on organizational and occupational conceptions of professional work, which informed a subsequent content analysis of the job descriptions. Our findings identified a dominance of articulations that privileged organizationally-orientated understandings of headship and evidence of a lack of contextualization and agency by stakeholders responsible for recruitment. Such 'demand-side' analysis offers scope for examining and understanding the way in which headship is framed and aligns with policy within a variety of international educational contexts and jurisdictions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01