1. THE ROLES AND RESPONSIBILITIES OF HEAD TEACHERS A Survey by the National Union of Teachers of its Leadership Group Members

2. 1 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA The Survey Sample A representative sample of a 1,000 – 224 responses. Majority of respondents – female (70 per cent) white (98 per cent). 40 per cent over 51; 36 per cent between 41 and 50; 22 per cent 31-40. 70 per cent in primary schools. 40 per cent in secondary schools. 47 per cent of respondents head teachers, 41 per cent deputy heads. 11 per cent Assistant heads.

3. 2 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA How would you define the roles and responsibilities of the head teacher? 1.High quality teaching and learning/ education of children. (38.8%) 2.Strategic leadership/vision/ethos. (33.5%) 3.Lead/develop staff/ensure welfare of staff. (25.4%)

4. 3 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA The percentage of time spent by head teachers on aspects of headship compared with the amount of time head teachers believe they should spend on those aspects 1.Bureaucracy/paperwork. (33.28% actual) (7.1% desired) 2.Interaction with children. (20.8% actual) (30.0% desired) 3.Strategic educational leadership. (14.1% actual) (36.0% desired) 4.Staff management and development. (12.4% actual) (19.7% desired) 5.School premises. (12% actual)) (6.3% desired)

5. 4 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA The factors which deter deputy and assistant head teachers from applying for headship posts 1.Paper work/workload/work-life balance. (70.1%) 2.Expected level of responsibility and accountability pressures. (46.0%) 3.Lack of pay differential and financial incentives. (25.4%) 4.External pressures/government initiatives. (17.9% ) 5.General stress/pressure of role. (17.4%).

6. 5 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA The top priorities which would make the role of the head teacher more sustainable and manageable 1. Reduce external pressures/bureaucracy/improve work-life balance, greater autonomy/freedom of heads. (68.2%) 2.Greater general support and greater support from local authorities/ government. (25.9%) 3.More funding for schools. (11.2%) 4.Improved pay. (10.3% )

7. 6 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA The intention to gain National Professional Qualification for Headship ( NPQH) 1.Y es, within one year. (18.9%) 2.Yes, within the next three years. (6.8%) 3.Yes, at some point. (6.1%) 4.No. (54.5% ) N.B.: 80% of head teachers in the sample said they had no intention of gaining the qualification. 36% of deputy heads said they had no intention of gaining a qualification.

8. 7 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA The most attractive recruitment factors for potential head teachers 1.Developing and implementing of vision and autonomy. (24.5%) 2.Working with and impact on children/students. (22.6%) 3.Ability to make a difference. (13.2%) 4.Leading, development and working with staff. (13.2% ) 5.Pay. (10.4%)

9. 8 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA How well prepared are leaders for National Initiatives? 1.Performance management – (45%) well-prepared; (20%) not well-prepared. 2.New inspection framework – (89%) well or very well- prepared; (3% not well-prepared). 3.Implementing the National Agreement on workload – (71%) well or very well- prepared; (14% not well-prepared). 4.The ‘Every Child Matters’ agenda – (84.% ) well or very well- prepared. 5.Personalised learning – (45%) well or very well-prepared; (29%) not well-prepared. 6.School Federations – (52%) not well-prepared; (24% well- prepared.

10. 9 HTs-Roles&Respnsibilities_JB Created: 30 April 2007-CA Revised: 30 Aprl 2007/CA And, finally …. To be or not to be? The head teacher as a qualified teacher 1. 92% thought that previous education experience was important to be a head teacher. 2.90% said that Qualified Teacher Status (QTS) was very important for the role of a head teacher. 3.75% said that a head teacher had to be both an educational leader and organisational manager. 4.78% said that it was very important that every school had its own head.