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Personal effectiveness

A life in the day of a headteacher - wellbeing project

At our regional conferences in 2005, many headteachers cited relentlessness, accountability and complexity of headship as some of the major issues facing the profession. This study specifically addressed the concepts underlying these issues: wellbeing, work-life balance, stress and job satisfaction, revealing much about the practice of headteachers and offering suggestions from heads themselves about the future of their role.

The study involved 34 practising headteachers, both new and experienced, from all phases and government regions. A three-stage methodology was used to gather data on their working lives: a journal of headship completed over the course of two weeks; a non-participant observation of a working day; and follow-up interviews.

Findings identified a number of important issues for promoting wellbeing in existing and future practice:

  • Distributed leadership - findings suggest that headteachers who successfully distribute leadership within their schools can take better control of both their work and their lives, enjoying the challenges and variety their role offers.
  • The ability to prioritise personal and professional lives - a number of participants kept a clear focus on strategic leadership, finding time to think and reflect by delegating and prioritising their work effectively. In doing so, they created an effective work–life balance and positively contributed to the strategic direction of their schools.
  • The ability to deal confidently and comfortably with negative staff, parent and pupil issues - dealing with such issues was considered stressful and unrewarding by a number of participants. Evidence suggests that it would be beneficial for headteachers to receive appropriate training in interpersonal, negotiation and feedback skills.
  • Access to supportive networks and collaboration - according to many participants, networks and collaborative ways of working, both personal and professional, offer a high degree of support. They help headteachers cope with the everyday pressures and issues of school life, and ultimately support them in achieving a better work–life balance.
  • Ensuring a positive and active life outside school – findings indicated that those participants who prioritise time for pastimes and activities that provided a mental and/or physical change from school life were better able to maintain a positive work-life balance, recharge their batteries and re-energise themselves.

We are committed to addressing the succession challenge that the profession is currently facing. This challenge is sometimes compounded by negative perceptions of headship that exist within the ranks of middle and deputy leaders, which stigmatise it as a job which is relentless, with long hours and endless bureaucracy. Studies such as these are important in identifying the issues facing headteachers, and highlighting models and practice that can help headteachers ensure their future wellbeing and job satisfaction.

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