There is a dearth of literature about the career life courses and voices of Deputy and Assistant Headteachers in secondary schools. This thesis examines the career trajectories and the experiences of Headship from 14 Deputy and Assistant Headteachers in secondary schools in Birmingham, England. A two-phase, mixedmethod study (survey and semi-structured life history interviews) was employed as part of an explanatory sequential design. This research builds upon previous work in life history studies along with career phases and stages research. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialization experiences can determine whether they stay, leave or climb the career ladder to Headship. This thesis tentatively suggests that Deputy and Assistant Headteachers lean towards displaying mainly Bonder, Bridger or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws on the distinction between bonding and bridging social capital and career transition in school leadership and management. iii This thesis is dedicated to: My parents Austin and Vashti; who have taught me about the value of education and perseverance during challenge through their life histories and their inimitable approach to life, and Robert: for being my rock and wonderful support. Life history exploration is a powerful way of walking with and understanding the individual's unique life pathway which informs and guides their values, morals, decisions, attitudes towards justice and personal agency. I would like to extend a very special thank you to Professor Julie Allan for having an open door and providing the encouragement, guidance and support when I most needed it. My family and friends Thank you to my family and friends, in particular to Angela, Deborah, Ray, Antonio and Audrey, who have been voices of continued positivity and encouragement for me to strive towards my goals.
Black female leaders and Black and Ethnic Minority (BME) female leaders are used interchangeably The Shortage of Black Female Leaders in EducationEngland currently has 32,113 schools (primary and secondary) with a workforce of 498,100 teaching staff (including teachers, deputy and assistant headteachers, and headteachers). BME teachers make up approximately 10,000 (2.1%: Black African, 1.3%, Black Caribbean 1% and Black Other, 0.4%) of the teaching workforce, which is a cause for concern. Even more worrying is that approximately 3,000 are men and 7,000 are female. Regarding senior leadership posts in England, there are 900 BME deputy and assistant headteachers (combined) and 200 head teachers (0.7% male and 1.2% female). Most BME teachers are currently working in secondary education (DfE 2018). On the other side of the
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