New heads on the block: three case studies of transition to primary school headship

Towards a conceptualization of the early career stage of principalship: current research, idiosyncrasies and future directions

“…change management and pupil-oriented needs), and build trust with their staff. Thus, NPs face learning how to work with demoralized staff, handling capability procedures for incompetent staff and relating to a jealous vice-principal who refused to provide critical information to the NP (Bullock et al 1995, Crow 2007, Kelly and Saunders 2010. NPs' accounts expose their own ways to develop their leadership capability in the staff room.…”

“…Indeed, NPs reported having difficulties in motivating and promoting their vision or innovation in the staff room (Dunning 1996, Benaim andHumphreys 1997), dealing with ineffective staff (Kelly and Saunders 2010), realizing the staff expect them to adopt a leadership style that differs from the one they prefer (Draper and McMichael 2000), or expressing the necessity and benefit of having positive relationships throughout the school community in order to prevent conflicts (Nelson et al 2008). The new principal-teachers relationships were commonly described as serving as both a source of angst and a repository of support, although staff support takes a longer time to earn for those who had not been assistant principals in their school .…”

Requirements and Support for Primary School Teachers from the Perspective of Senior Teaching Staff

“…[10], [11]. Heads exert a greater impact on teachers' practice when they work jointly with teachers on aspects that influence their classroom practice.…”

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

“…The principal in the study accepted the responsibility for setting up teacher collaboration at the school (Hallinger & Heck 2010;Kelly & Saunders 2010). It necessitated the development of appropriate leadership behaviours to ensure that there was a shared vision among staff members which would foster a commitment to the process (Andrews & Lewis 2002;Williams 2010:22).…”

“…It promotes a culture of collaboration, collegiality, support and trust, which are all firmly embedded in democratic beliefs and values, with a view to empower staff and improve their teaching practice (Katz & Earl 2010;Raihani 2008). As such, principals' leadership behaviour and actions may have an influence on professional relationships, professional development and school development (Hallinger & Heck 2010;Kelly & Saunders 2010).…”