A Survey of Opinion on Methods of Professional Development for Secondary Heads

This paper describes a school management development programme aimed at developing managerial skills and responsibilities across the whole school staff. The paper describes why there is possibly some antipathy to this topic for in‐service education and training (INSET). The approach chosen was to use teachers’ current managerial tasks as the focus for the development so that in conjunction with extant self‐study materials, teachers could design their own INSET appropriate to their current perceived needs.     

School Job Descriptions: Purpose and Preparation

This paper emerged following recent research into the causes and effects of occupational pressures on primary headteachers in West Berkshire. The heads concerned were grouped according to a measure of the Type A/Type B personality dichotomy and their reported vulnerability to particular pressures related to this variable. Some conclusions are noted as are reported effective coping devices. The paper concludes with a brief examination of the implications of the research findings for local authorities.     

The Headteacher as Manager: A Personal View

This article contributes to the growing debate around how we understand and develop multi-agency leadership in children and young people's services. Bringing together a range of inter-disciplinary research, it presents a framework for multi-agency leadership development, which, it argues, is well theorised, multi-level and versed in key field skills that educational leaders need in complex environments. The framework comprises six elements: complexity and culture (underlying concepts); multi-professional groups and inter-organisational partnerships (operating levels); and organisational consultancy and professional supervision (field skills). These elements are discussed, the practical implications of incorporating them into professional development provision for educational leaders are examined and some provisional conclusions are reached.     

Learning from ‘Outsiders’ as Experts

Abstract

This paper aims to contribute to the ongoing debate on how best the appraisal of headteachers can be effected. It presents an analysis of the findings of a study which compared self‐appraisals of their managerial peformance by a sample of primary headteachers (n=36), with appraisals of these headteachers by their teaching staff. Respondents completed the 100‐item Management Performance Profile (MPP) Questionnaire and the resulting profiles of the headteachers'performance in 10 managerial categories, were compared. In addition, data were generated on headteachers' perceptions of their personal and professional identity, using a semi‐structured interview schedule. The findings are that there is a high level of concordance between perceptions by headteachers and teachers of the managerial priorities of the primary headteacher. However, two groups of schools are identified, in which there are significant differences between evaluations of the headteachers' managerial performance. Interview data is used to illuminate the analysis and discussion of these differences. The conclusion is that staff participation in headteacher performance review has much to offer and that the MPP questionnaire is a tool of value in this respect.     

The Roles of the Primary Head in Voluntary Aided and County Schools: A Personal View

In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively.     

Motor and coordination difficulties in children with emotional and behavioural difficulties

To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assessment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased prevalence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impairment is important in SEMH education, as it has likely impact on classroom functioning and ability and motivation to take part in socially and academically relevant activities.     

喀什从商人员语言使用现状调查分析

本文通过对喀什从商人员进行问卷调查、分析,介绍了当前喀什从商人员语言使用情况,提出了双语在不同年龄、不同行业群体中所起的作用。     

Participating in HM Inspectorate's Secondary Survey: A Personal Experience

This in‐depth study of the experiences of 4‐year‐olds in five schools (two nursery, three primary) indicates that, in the primary schools, quality provision is dependent in part on LEA admissions policies and school resourcing levels. Quality provision is seen to be further hindered by perceptions of nursery nurses’ and parental usefulness, lack of appropriate INSET, as well as the relatively low status of reception teachers.