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Effectively managing headteacher performance
£70,535, Department for Education Description The performance management of the headteacher is among the most important and least understood aspects of the role of a school governing body. Scant evidence exists about the diverse ways governing bodies conduct this activity. Moreover, little is known about the ways in which the performance management of the senior leader shapes overall school performance, including the work of teachers and student learning and development. Such knowledge is especially crucial given the evolving structure of the educational system and the shifting relationship between the state and schools in England and elsewhere. To address this gap in knowledge, the London Centre for Leadership in Learning, Institute of Education (IOE), University of London; the University of Bath; and the University of Cambridge have been commissioned by the DfE to undertake research into the effective management of headteacher performance. Survey is now live We are currently surveying head teachers about the process of head teacher appraisal. The survey is of all head teachers of state-maintained schools and academies in England. This will run until 15 July 2013. This 9-month project, commencing in December 2012, is designed to: 1. Identify and characterise ideas, approaches and key debates around effective performance management (PM) practices for senior managers/leaders in educational and other settings 2. Assess the relevance to school contexts and the GB of the characteristics of effective senior manager/leader PM and the effective management of senior managers/leader underperformance 3. Identify specific challenges to the implementation of effective HTPM and management of HT underperformance 4. Highlight managerial responses for overcoming barriers to putting in place and sustaining effective HTPM and management of HT underperformance 5. Render vivid portraits of implementation of effective practice in a range of school settings selected to highlight key issues in leadership and management related to effective HTPM and the management of HT underperformance by GBs 6. Elaborate the implications of Objectives 1-4 for the leadership development for chairs and GBs and HTs involved in designing, putting into place and sustaining effective HTPM and the management of HT underperformance The research design encompasses four overlapping phases. The phases are as follows: Phase 1 An initial scoping exercise to map the characteristics of effective performance management of senior leaders, identify acknowledged barriers to successful implementation, and draw out core lessons for leadership and management through a synthesis of published work from academic and non-academic sources Phase 2 The emerging findings around effective practices will be used to explore current actual practice and barriers to implementation through face-to-face and telephone interviews, and a national online survey of chairs and headteachers. The findings from Phases 1 and 2 will comprise the interim report. Phase 3 The results from the synthesis of evidence, interviews and survey will be used to develop a robust sampling frame for identifying approaches and related issues to be addressed in the case studies and/or vignettes. Phase 4 The findings from each of the preceding phases will be used to produce the final report, which will illuminate the core issues for leadership and management and the development needs of GBs in relation to effective PM. Project Team Drs David Eddy Spicer and Megan Crawford (Cambridge) are directing this project with Professors Peter Earley and Chris James (University of Bath) acting as co-directors. Research officers include Dr Sara Bubb, Dr Jeff Jones, Rebecca Nelson, and Liz Wood. The research administrator is Rhoda Furniss.
2 Researchers
  • IOE - Learning & Leadership
    extResource/image/01/SBUBB55
  • IOE - Learning & Leadership
    extResource/image/01/PEARL19
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