ABSTRACT
Despite extensive literature searches there appears to be little research which is concerned specifically with secondary-school headteachers’ development.1 Sociological studies have been carried out in other occupational groups (Hall and Schneider, 1972; Berlew and Hall, 1966; Bray, Campbell and Grant, 1974), and life history research in the field of education focuses on the progress of teachers (Sikes et al., 1985; Ball and Goodson, 1985; Elbaz, 1983; Clandinin, 1985; Huberman, 1988, 1993). There are a few studies which focus on the first years of headteachers in their position. Leithwood (1992) pointed to the socialization of newly appointed principals in Canada; Weindling and Barley (1987) recommended that new headteachers need to receive special consideration and support from their peers; and Daresh’s (1987) study indicated that the first year of headteachers is typically full of frustration and anxiety. In a longitudinal study of twelve high-school principals, Parkay et al. (1992) speculated that principals’ expectations about school change become more realistic as their experience increases. However, there are few studies which investigate headteachers’ long-term professional development, and the effects of this on their school leadership and management. Yet, arguably, the professional development of headteachers/principals as leaders with responsibility for managing the survival, maintenance, vision and culture of schools is a crucial factor in their successful school development. Within this, opportunities for teacher development, too, will to some extent be dependent upon the quality support of their headteachers. In a seminal research study on the lives of teachers, Huberman identified four necessary conditions leading to professional satisfaction during the lives of teachers:
• an enduring commitment to the profession after being appointed with tenure;
• ‘manageable’ classes, and where one can maintain good relations with pupils;
• good relationships with colleagues; and • a balance between school and home life/personal interest.
