Headteacher performance management in England: Balancing internal and external accountability through performance leadership

Abstract

This article reports on research into headteacher performance management in England. The English school system couples organisational autonomy with close scrutiny of educational outcomes. The management of the performance of headteachers is a central aspect of such a system. The research involved a systematic literature review and the collection of data via national surveys, expert interviews and case studies. The findings point to three overarching conditions essential for what we identify as 'performance leadership': relational trust between the headteacher and the governing body; situational awareness by the governing body of the school's circumstances and the headteacher's lived experience of the role; and a systems perspective shared by the headteacher and governing body of performance management as one aspect of a comprehensive, interactive system of internal accountability, not merely an annual rite of passage. The study found that capacity in any two conditions offers a foundation for developing capability in the third. It also revealed the dominant role played by middle-tier structures in defining what constitutes 'effective' performance for any school or group of schools. The article offers insight into the changing landscape of performance expectations, for school leaders as well as for those who oversee their work.

Exploration of Head teachers’ Attitudes towards Special Education Institutions’ Internal Efficacy: A Mix Method Approach

“…It is supported with the findings of the research conducted by Davies and Ellison (1997) in the UK whose findings show that head-teachers' performance is an important factor that enhances the internal efficacy of the institutions. Works of national and international scholars have contributed to the existing body of knowledge whose findings reported that head-teachers possess strong attitudes towards institutional better development (Al-Farsi, 2007;Anyagre, 2016;Deakins et al, 2005;DeJaeghere et al, 2009;Eddy-Spicer et al, 2019;Khan et al, 2009;Mwinyipembe & Orodho, 2014;Sarıçam & Sakız, 2014). Moreover, the results of this study are also aligned with the findings of the research planned by Adeyemi (2012).…”

Collaboration in Times of Crisis: Leading UK Schools in the Early Stages of a Pandemic

“…Prior to Covid-19, the impact of social disadvantage on wellbeing featured prominently within legislative and policy contexts across the UK (Children and Young People (Scotland) Act, 2014; Well-being of Future Generations (Wales) Act, 2015; What Works Centre for Wellbeing, 2020). For example, interagency collaboration is evident in person-centered, place-based initiatives (Dyson et al, 2014;Gilbert, 2017) such as the "nurturing city" in Glasgow, Scotland (March & Kearney, 2017, p. 237), the Full Service Extended Schools and Community Network programmes in Belfast, Northern Ireland, the introduction of Regional Improvement Collaboratives and Children's Neighborhoods in Scotland and designated Opportunity Areas and Children's Zones in England (Chapman, 2019;Easton et al, 2018). Additional funding is targeted at closing the opportunity gap between disadvantaged students and their more advantaged peers across the UK including the Pupil Premium (England and Northern Ireland), the Pupil Deprivation/Development grant (Wales), the Pupil Equity Fund (Scotland) and Attainment Scotland Fund.…”

‘Nothing fazes me, I can do it all’: developing headteacher resilience in a complex and challenging educational climate

“…The terms 'performance management', 'appraisal', 'evaluation' and 'review ' are often used interchangeably (Eddy-Spicer et al, 2019). However, irrespective of terminology, headteacher performance management generally encompasses two dimensions: the development of headteacher capacity and accountability for performance (Davis et al, 2011;James and Colebourne, 2004).…”