Index
Making Sense of Problems in Primary Headship
ISBN: 978-1-78973-904-6, eISBN: 978-1-78973-903-9
Publication date: 15 August 2019
This content is currently only available as a PDF
Citation
Dunning, G. and Elliott, T. (2019), "Index", Making Sense of Problems in Primary Headship, Emerald Publishing Limited, Bingley, pp. 217-226. https://doi.org/10.1108/978-1-78973-903-920191019
Publisher
:Emerald Publishing Limited
Copyright © Gerald Dunning and Tony Elliott, 2019.
INDEX
Abdicratic governors
, 97, 100–102
Abstract conceptualisation
, 140, 147
Academies
, 108, 110
programme
, 24
Academization, emerging and potential problems of
, 108–110
Academy trusts
, 23
Accommodative learning style
, 142
Accountability
, 113
Accretion
, 145
Acquisitions
, 16
assumption and early stages of headship
, 45–46
heads’ workloads
, 61
partners in school governance
, 111
personal impact of headship
, 126
school leadership and management problems
, 18–19
school-based staff
, 78
Action intelligences
, 133
Active experimentation
, 140
Adjustment
, 175
situational
, 170
Advisory role
, 106
Aesthetic knowledge
, 133
Agency, problematic of
, 28–29
Aggression
, 81, 91–93
Amalgamation
, 66
Anticipatory socialisation
, 170
Appointment processes
, 31–32
Apprehension
, 141
Apprenticeship of observation
, 170
Aristotle’s intellectual virtues
, 130–133
Assimilative learning style
, 142
Attitudes
, 136
Autonomous school leadership and management
, 110
‘Balkan and labyrinthine’ administrative systems
, 106–107
Behaviours
, 201
‘Bonding’ social capital
, 168
Budgets
, 98
budget-determined reductions in staffing
, 60
management
, 51
problems
, 52
Bureau-professional middle tier
, 24
Buzz
of enthusiastic and energetic staff
, 121
factors
, 117
Calculative trust
, 176
‘Capable’ headship
, 2
Captive socialisation
, 174
Career deputies
, 26
Career plans and pathways
, 35
influences on headship ambitions
, 35–36
key preparatory experiences
, 36–38
Cause and effect
, 30, 169, 183
Ceremonies in school
, 159
Championing
, 189
‘Change for change’s sake’ reform
, 118
Child protection
, 57–58
Child-centred values
, 164
Children
, 84, 90, 93
‘Children rule’ phenomenon
, 94–95, 164
Clarity chimera
, 22
Classic knowledge bases for problem analysis and framing
organisational micropolitics, problematic nature of
, 152–155
organisational symbolism, problematic nature of
, 155–161
organisational values, problematic nature of
, 161–164
Clients
, 81
‘Closed’ decisions
, 16
Collaborative and investigative learning approach
, 83
Collegial intelligence
, 133
Common-sense reflection
, 187
Community role
, 99–100
Competence
, 147
competent learning
, 147–148
issues
, 71–73
Complex learning
, (see also Experiential learning)
relevance
, 146–147
stages and processes
, 146
theory of
, 145
Comprehension
, 141
Conceptual knowledge
, 132
Concrete experience
, 140
Conscious learning
, 147–148
Conscious uncompetence
, 187
Consciousness in learning
, 147
Conscripts
, 109–110
Consensual rational values
, 163
Consensualism
, 163
Consequential rational values
, 163
Conservative-Liberal Democrat and Conservative governments
, 108
Conservative/Liberal Democrat coalition government
, 11
Constructive criticism
, 72, 137
Consultancy role
, 106
Consumers
, 81
Content innovation
, 177
Contextual intelligence
, 132–133
Contextual repertory
, 135–137
Contextual subsets
, 134–135
Contractual and legal staff management responsibilities
, 73–74
Control knowledge
, 132
Controlling and overly critical governors
, 98–99
Convergent learning style
, 142
Conversions
, 16
assumption and early stages of headship
, 46
parents and pupils
, 96
partners in school governance
, 111
personal impact of headship
, 126
school leadership and management problems
, 19
school-based staff
, 78
Creative problem solving
, 185
Culpability culture
, 25
Cultural activities
, 81
Curriculum
, 71, 81
Custodial outcomes
, 177
Day-to-day process management
, 28–29
De jure
, 167
headship
, 37
organisational decision-maker
, 58
power
, 154
roles
, 136–137
Decentralized centralism
, 21–22
Decision-making
, 16, 137
Decisions
, 16
heads’ workloads
, 61
parents and pupils
, 96
partners in school governance
, 111
personal impact of headship
, 126
related to assumption and early stages of headship
, 46
school leadership and management problems
, 19
school-based staff
, 78
Deficiencies/overloads
, 15
heads’ workloads
, 61
parents and pupils
, 95
partners in school governance
, 111
personal impact of headship
, 125
related to assumption and early stages of headship
, 45
school leadership and management problems
, 18
school-based staff
, 78
Deinotes
, 131
Demands of practice
, 197
Department for Education (2018)
, 108
Deputy headship
, 36–37
Deviations
, 15
assumption and early stages of headship
, 45
heads’ workloads
, 61
partners in school governance
, 111
school leadership and management problems
, 18
school-based staff
, 78
Devolution and simultaneous centralised control
, 97
Divergent learning style
, 142
Dramaturgy
, 159
Dysfunction problems
, 15–16, 18
Dysfunctional home backgrounds
, 87
Dysfunctional symbolic interpretations
, 161
Education Reform Act (ERA)
, 13
reforms
, 104, 201
Educational
leadership and management research
, 2
and organisational issues
, 108
partners
, 81
provision
, 11, 23, 50, 56, 117, 120, 164
psychologist support
, 54
reform
, 13, 21–24
websites
, 135
Emotion(al)
, 193–194
intelligence
, 133
labour
, 113
responses
, 113
Employment law
, 74
English primary schools
, 23, 108
Enrichment process
, 146
Enthusiasm
, 72
Entrepreneurs
, 108–109
Episteme
, 131
Eraut’s taxonomy
, 131–132
Ethical intelligence
, 132–133
Ethics of conscience
, 162
Ethics of responsibility
, 162
Euboulia
, 131
European Network for Improvement, Research and Development in Educational Leadership and Management (ENIRDELM)
, 9–10
Evaluation strategy
, 184
Evenement
, 170
Ex officio authority
, 152
Ex officio leader
, 154
Expectations of new heads
, 39–42
Experienced heads
, 58
Experiential learners
, 141
Experiential learning
, (see also Complex learning)
cycle
, 140–141
of headteachers
, 145
relevance of
, 143–145
Extended professionality
, 69
External demands
, 10
External organisational theatre
, 159
Factionalism
, 67
Failure of schools
, 197–198
Financial control
, 43
Financial management
, 60
Finding process
, 31
Five whys technique
, 190–191
conceptualisation
, 191–193
Formula funding
, 52
Fostering effective communication
, 77
Framing
, 183
Free School Meals (FSM)
, 53
Free schools
, 23
Functional socialisation
, 169, 176
Generic repertory
, 135
Generic subsets
, 134–135
Gnome
, 131
Goal/value dissonances
parents and pupils
, 95
partners in school governance
, 111
school-based staff
, 78
Good strategic planning
, 182
Governors, problematic relationships with
, 97
abdicratic and passive governors
, 100–102
additional governor problems
, 102–103
controlling and overly critical governors
, 98–99
governor management strategies
, 103–104
rogue governors
, 99–100
Hard labour
child protection
, 57–58
facets
, 61
information demand management
, 50–51
issues for reflection
, 62
legal responsibilities
, 56–57
managing needs and demands of others
, 58–59
Multifaceted Juggling Act
, 47–50
school finance management
, 51–54
school premises management
, 54–56
teaching headships
, 59–60
Headship
, (see also Sense making of headship), 31, 52–53, 55–56, 58, 116, 117, 167, 195
appointment to
, 171
career plans and pathways
, 35–38
expectations of new heads
, 39–42
functional competence in
, 180
implications for practice
, 138
issues for reflection
, 46, 138
job security in
, 22
knowledge for
, 130–138
new role and context
, 42–44
performance
, 168
postscript
, 202–203
problem facets
, 45–46
problem-based learning
, 198–199
problematic of minor profession
, 199–202
problematic of problems
, 196–197
professional judgements and advice
, 98
promotion to
, 171
responsibility
, 161, 182, 195, 198
succession circumstances
, 38–39
symbolic dimension of
, 158
Headteacher socialisation
concepts in
, 171
implications for practice
, 180
influences on
, 169–171
issues for reflection
, 180
outcomes
, 177–178
school leader socialisation tactics
, 172–173
socialisation tactics
, 171, 174
stages
, 174–177
synthesising influence factors in
, 178–180
Headteachers
, 21, 25, 28, 32, 35, 130, 139, 141, 160
experiential learning
, 145
importance
, 144
learning of
, 148
reflection
, 194
responsibility
, 74–75
skill for
, 17
succession
, 167–168, 170
working week
, 48
Health and safety
legislation
, 56–57
and risk assessments
, 105
Helpful knowledge acquisition factors
, 42
High expectations
, 81–83
Holistic reflection
, 189
Homosocial reproduction
, 171
Hostility
, 81, 91–93
Identificatory trust
, 176
Imperatives of political policymakers
, 28
Improvement-oriented accountability processes
, 109–110
In-service professional development and training opportunities
, 69
Inbound knowledge
, 133
Incoming heads
, 39
Incremental process
, 146
Information demand management
, 50–51
Information technology
, 93
Inhibitory knowledge acquisition factors
, 42
‘Initiative overload’ generated cynicism
, 118
Insider knowledge
, 133
Inspection process
, 119
‘Inspectors’ judgments
, 66
Institutional ‘meta-culture’
, 30
Integrate innovative problem-solving approach
, 83
Intellectual virtues
, 130–131
Intelligent school
, 132–133
‘Intelligent school’ attributes
, 132–133
Inter-personal relationships
, 63
Interest groups
, 153
Interest sets
, 153–154
Intermental socialisation
, 168
Internal staff conflict
, 75
Internal staff team conflict
, 65
problematic deputies
, 67–69
school amalgamations
, 66–67
Internal team conflict
, 65
Interpersonal reflection
, 189
Interviewees
, 65, 67, 117
Interviews
, 134–135
Intramental socialisation
, 168
Intrapersonal reflection
, 189
Introspection
, 193
Ironies of practice
, 22
Irrationality
, 88–91
Job security in headship
, 22
Knowing-in-action
, 145, 149
Knowledge
, 64, 69, 179, 181
acquisition strategies
, 42–43
of educational practice
, 132
headteachers
, 129, 151
knowledge-creating school
, 133
knowledge-in-action
, 133–134
of leadership and management
, 129
of people
, 132
repertories
, 133–135
Knowledge for headship
, 130
Aristotle’s intellectual virtues
, 130–131
attributes of ‘intelligent school’
, 132–133
contextual repertory
, 135–137
Eraut’s taxonomy
, 131–132
generic repertory
, 135
knowledge repertories
, 133–135
personal repertory
, 137–138
Kolb cycle, critiques of
, 141–143
Kolb’s model
, 140–141, 143
Laissez-faire leadership style
, 38
Landmarks in minefield
, 21
blame and denial
, 24–26
dearth of hard evidence
, 26
educational reform
, 21–24
facing facts
, 32–33
issues for reflection
, 33
problematic of agency
, 28–29
problematic of role
, 30–32
problematics of leadership and management
, 27–28
problematics of school culture and climate
, 29–30
Leadership
, 100
capability
, 129
competence
, 129
problematics of
, 27–28
responsibilities
, 119
roles
, 68
Learning from experience
, 139
critiques of Kolb cycle
, 141–143
experiential learning cycle
, 140–141
learning styles, associated characteristics and strengths
, 142
relevance of experiential learning
, 143–145
Learning ropes
, 168
Legal responsibilities
, 56–57
Legal staff management responsibilities
, 73–74
Linear models
, 174
Liquid times
, 11
Local authorities
, 23
funding policies
, 53–54
problematic relationships with
, 104–107
Local government reorganisation
, 71
Local management of schools (LMS)
, 51, 71
Long-term legacy
, 94
Long-term socialisation
, 174
Longer-serving heads
, 50
Low aspirations
, 83–85
Making
, 31
Management, problematics of
, 27–28
Managerialism
, 22
Maverick governor
, 99
Metavalues
, 163
Micropolitical activity
, 152
evidence of
, 155
negative effects of
, 154–155
Micropolitics
, 152
power
, 154
strategies
, 154–155
theory
, 152–153
Minefields
, 1
Minor profession, problematic of
, 199–202
Misinterpretations
, 15–16
assumption and early stages of headship
, 45–46
parents and pupils
, 96
partners in school governance
, 111
personal impact of headship
, 126
school leadership and management problems
, 18–19
school-based staff
, 78
Mobilising resources
, 28
Modern medical training
, 201
Moral art
, 161
Moral socialisation
, 168
Morale and motivation
, 113, 117–121
Multi-Academy Trusts (MATs)
, 108
Multifaceted Juggling Act
, 47–50
National Academy of Educational Leadership
, 12
National Assembly Government
, 11
National College for School Leadership, The
, 12
National Literacy Strategy
, 40
‘Need-to-know’ priorities
, 42
Neo-liberal politicisation of schooling
, 23
Non-profit-making charitable trusts
, 108
Nous
, 131
NPQH programme
, 10–11, 171
‘Off-the-job’ learning
, 141
‘On-the-job’ experiences
, 141
Ongoing educational reform
, 97
‘Open’ decisions
, 16
Operational intelligence
, 133
Organisational leadership
, 151
Organisational micropolitics
evidence of micropolitical activity from studies
, 155
micropolitical interests
, 153–154
micropolitical power
, 154
micropolitical strategies
, 154–155
micropolitical theory
, 152–153
problematic nature of
, 152
Organisational mission
, 28
Organisational processes
, 201
Organisational socialisation
, 168–170
Organisational symbolism
evidence of
, 160
forms of
, 158
problematic nature of
, 155
significance of symbolic analysis of schools
, 156–158
symbolism in action
, 155–156
Organisational theatre
, 159
Organisational values
in educational leadership
, 161–162
evidence of value-related problems
, 164
implications for practice
, 164–165
issues for reflection
, 165
problematic nature of
, 161
value groundings
, 163–164
Outbound knowledge
, 133
Parents/parental/parenting
, 90
educational achievement
, 87
irrationality
, 81
and pupils
, 95–96
violence and aggression
, 92
Pareto principle
, 151–152
Participation in community events
, 81
Partners in school governance
, 111
Passive governors
, 97, 100–102
Pastoral and social support
, 85–86
Pastoral leadership
, 74–77
Pastoral support demands
, 85–88
Pedagogical/pedagogy
, 99
intelligence
, 133
reflection
, 189
People-centred problems
, 6364
Performance management
, 73
Permutations of consciousness and competence
, 148
Personal impact of headship
, 125–126
issues for reflection
, 126
morale and motivation
, 117–121
professional isolation
, 113–116
switching off
, 121–125
Personal interests
, 153
Personal knowledge
, 132
Personal repertory
, 134–135, 137–138
Personal value system
, 162
Personality
, 167
traits
, 68
Personality conflict
, 32
Phronesis
, 131
Planned continuity
, 174
Planned discontinuity
, 174
Plausibility
, 5
Poetic leadership
, 158
Policy
formulation
, 100
ironies
, 22
Policy-making processes
, 27–28
Political recruitment
, 28
Politicians
, 82
Positivity of failure
, 198
Post-code lottery
, 52
Practice
, 146
trust
, 176
Pragmatists
, 109, 141
Pre-school phase
, 83
Prehension of experience
, 141
Primary education
, 122
Primary headship
, 1, 129, 195–196
Probably oversubscribed enrolments
, 109
Problem analysis
disparities in expert and novice
, 188
and framing
, 183
Problem framing and analysis, using typology for
, 17–18
Problem management
, 1, 5–6, 44
five whys technique
, 190–191
issues for reflection
, 194
proficient strategic
, 185–187
reflection in strategic problem management
, 187–190
reflective self and scrutiny of others
, 193–194
strategy in
, 181–185
Problem people
, 64
in organisations
, 152
Problem sensitivity
, 182–183
Problem-based learning (PBL)
, 198–199
Problem-finding
, 23
Problematic colleagues
contractual and legal staff management responsibilities
, 73–74
internal staff team conflict
, 65–69
issues for reflection
, 79
pastoral leadership and management of staff
, 74–77
restricted professionality
, 69–71
school-based staff
, 78
underperformance and competence issues
, 71–73
Problematic deputies
, 67–69
Problematic of agency
, 28–29
Problematic of role
, 30–32
Problematic parents
, 81
high expectations
, 81–83
hostility and aggression
, 91–93
irrationality
, 88–91
low aspirations
, 83–85
pastoral support demands
, 85–88
Problematic partners in school governance
emerging and potential problems of academization
, 108–110
issues for reflection
, 112
partners in school governance
, 111
problematic relationships with governors
, 97–104
problematic relationships with local authorities
, 104–107
Problematic pupils
, 93–95
Problematic relationships
, 97
abdicratic and passive governors
, 100–102
additional governor problems
, 102–103
controlling and overly critical governors
, 98–99
governor management strategies
, 103–104
with governors
, 97
with local authorities
, 104–107
rogue governors
, 99–100
Problematics
of leadership and management
, 27–28
of school culture and climate
, 29–30
Problems
, 14
dysfunction
, 15–16
problem-solver label
, 40
problem-solver pressures
, 40
relating to contractual and legal aspects of staffing
, 65
remediation
, 16–17
Process knowledge
, 132
Professional
, 200
artistry
, 197
confidence
, 76
expectations
, 69
governors
, 102
identity
, 121
interests
, 153
isolation
, 10, 68, 113–116
philosophies and values
, 118
skills or knowledge
, 116
socialisation
, 168, 170
Professionalism characteristics
, 199–200
Proficient strategic problem management
, 185–187
Propositional knowledge
, 131–132
Psychology
, 63–64, 201
Publicly-funded independent schools
, 23
Race’s conscious competence
, 187
Rational values
, 163
Reciprocal interpretation
, 5
Redundancy
, 74
Reflection
, 190
disparities in expert and novice problem analysis and response
, 188
issues for
, 194
reflective self and scrutiny of others
, 193–194
reflective thinking
, 188–189
in strategic problem management
, 187
Reflection-in-action
, 144, 149
Reflective eye
, 193
Reflective intelligence
, 133
Reflective observation
, 140, 147
Reflectors
, 141
Reinvigorate professional culture
, 70
Remediation problems
, 16–18
Reorientation of personal identity
, 168
Replicative outcomes
, 177
Research studies
, 9
findings
, 12–14
issues for reflection
, 19
problems
, 14–17
research subjects
, 19
school leadership and management problems
, 18
setting research in context
, 9–12
using typology for problem framing and analysis
, 17–18
Responsibility
, 113
Restricted professionality
, 65, 69–71
Restructuring process
, 145–146
Revision
, 146
Rituals in school
, 159
Rogue
events
, 188
governors
, 97, 99–100
Role
ambiguity
, 117
conflicts
, 32, 117
innovation
, 177
problematic of
, 30–32
role-personality conflict
, 32
role-related learning
, 149
trust
, 176
School
, 63, 75
amalgamations
, 66–67
budgets
, 51
community
, 114, 136
culture and climate, problematics of
, 29–30
development planning
, 100
finance management
, 51–54
funding
, 51
governors
, 97
improvement planning and monitoring
, 70
inspection process
, 119
leader socialisation tactics
, 172–173
leadership
, 130–131
premises management
, 54–56
school-based colleagues
, 63
school-based management
, 201
school-based professions
, 201
school-based staff
, 78
symbolic credibility
, 86
Secondment
, 36, 38
Self-awareness
, 132
Self-evaluation
, 132
Self-identity
, 5
Self-improving autonomous system
, 23
Self-knowledge
, 132
Self-presentation
, 193
Self-reflection
, 132
Self-sustaining
, 109
Selves-in-role-in-context
, 195
Sense making of headship
, (see also Headship), 139
conscious and competent learning
, 147–148
implications for practice
, 148–149
issues for reflection
, 149
learning from experience
, 139–145
theory of complex learning
, 145–147
Sense-making
, 4–5, 130
Simplicity chimera
, 22
‘Situated learning’ process
, 168
Situational adjustment
, 170
Situational knowledge
, 132
Skills
, 69, 116
for Headteachers
, 17
Social
capital
, 168
and emotional leadership
, 74–75
organisations
, 161
services
, 87
Socialisation
, 167–168, 179
forms of
, 168–169
Sophia
, 131
Spiritual intelligence
, 132–133
Sporting prowess
, 160
Stabilisation
, 175
Staff
management
, 74–77
responsibilities
, 73
and staffing issues
, 10
teams
, 77
Staffing budget
, 66
Stage theory
, 176
Stakeholder
governors
, 97
in school communities
, 41
Story-based symbolism
, 159
Strategic problem management
, 184
reflection in
, 187–190
Strategic/strategy
implementation
, 184
management processes
, 130
planning
, 182–184
in problem management
, 181–182
reflection
, 189
Subrational values
, 163
Succession circumstances
, 38–39
Sunesis
, 131
Sure Start
, 10
Sutton Trust survey
, 24
Switching off
, 121–125
Symbolic messages
, 49
Symbolism in action
, 155–156
Symbols
, 156–157
Systemic intelligence
, 133
Tactics
, 181
Teachers
, 70, 122
Teaching headships
, 59–60
Techne
, 131
Technical socialisation
, 168
Temporality
, 5
Theorists
, 141
Time-management problems
, 50–51
Times Educational Supplement
, 135
Traditional working-class communities
, 87
Trans-rational values
, 163
Transformation of experience
, 141
Trust formation
, 176
Tuning process
, 145
Uncompetence
, 147
Unconscious competence
, 187
Unconsciousness in learning
, 147
Underperformance
, 71–73
Unforced successions
, 38
Unplanned continuity
, 174
Unplanned discontinuity
, 174
Value conflicts
, 117
Value/goal dissonances
, 15–16
assumption and early stages of headship
, 45
heads’ workloads
, 61
personal impact of headship
, 126
school leadership and management problems
, 18
Value(s)
, 136, 161
conflicts
, 164
groundings
, 163–164
Vilfredo Pareto
, (see Pareto principle)
Wales Government
, 11
Welsh Foundation Phase curriculum
, 83
Welsh Office
, 11
Welsh primary schools
, 11–12
Westminster government
, 24
Whole-school management
, 119
Workloads and responsibilities
, 66, 117
Working relationship
, 104
- Prelims
- Introduction
- Part I What’s the Problem?
- Chapter 1 Mapping the Minefield: Explaining the Research Studies
- Chapter 2 Landmarks in the Minefield: Generic Problem Issues
- Chapter 3 New Heads on Their Blocks: The Problems of Assuming Headship
- Chapter 4 Hard Labour: Managing a Problematic Workload
- Chapter 5 Close Encounters: Problematic Colleagues
- Chapter 6 Clients and Consumers: Problematic Parents and Pupils
- Chapter 7 More Checks Than Balances: Problematic Partners in School Governance
- Chapter 8 Counting the Cost: The Personal Impact of Headship
- Part II What Every Head Should Know
- Chapter 9 Making Sense of Headship: Knowing What
- Chapter 10 Making Sense of Headship: Knowing How
- Chapter 11 Back to the Future: Revisiting Classic Knowledge Bases for Problem Analysis and Framing
- Chapter 12 Learning the Ropes? On the Ropes? Making Sense of Headteacher Succession and Socialisation
- Chapter 13 Putting Problems in Perspective: Strategy and Reflection in Problem Management
- Chapter 14 Hands on Hearts and Fingers on Pulses
- Index
- References