Sustainability and leadership succession planning in complementary schools

Relevance of the topic to BELMAS membersIn a recent research project funded by BELMAS (Arthur and Souza, 2017), the leaders of complementary schools identified succession planning and sustainability as key challenges.... [ view full abstract ]

Relevance of the topic to BELMAS members

In a recent research project funded by BELMAS (Arthur and Souza, 2017), the leaders of complementary schools identified succession planning and sustainability as key challenges. Complementary schools, set up by migrant and minority ethnic groups in the UK to teach language, culture, religion and/or to consolidate state school learning, make an important, but often overlooked, contribution to pupil learning (Maylor et al, 2010). This study will draw on existing data from Chinese and Brazilian complementary schools to identify lessons for succession planning and sustainability relevant to both complementary and mainstream school leaders. Issues raised by our research, such as the development of future leaders and the long-term sustainability of small, vulnerable schools, already resonate with recent research  (for example, Bush, 2011; Halsey, 2011; Russell and Sabina, 2014).

Research question

The overarching research question is: how do complementary school leaders plan for succession and sustainability?

Appropriateness of research methods

This study focuses on Brazilian and Chinese complementary schools and will draw on data collected through questionnaires and semi-structured interviews with the leaders and staff of these schools.

Analytical framework

The research study is still in progress, but by the time the conference takes place, we will be able to present an analytical framework appropriate to the research, drawing on Russell and Sabina’s (2014) conceptual framework for principal succession. 

Significance

We will argue for the need to include non-mainstream schools (such as complementary schools for international migrants) in the debates about sustainability and succession planning as a way of ensuring a better understanding of the diverse ways in which small schools can ensure their survival and growth. 

References

Arthur, L. and Souza, A. (2017). Leadership development and challenges in complementary schools, BELMAS conference presentation, July 2017.

Bush, T. (2011). Succession Planning and Leadership Development for School Principals: comparing English and South African approaches. Compare: A Journal of Comparative and International Education, vol. 41, no. 6, pp. 785-800

Halsey, R. J. (2011) Small Schools, Big Future. Australian Journal of Education, vol. 55, no. 1, pp. 5-13

Maylor, U., Glass, K. and Issa, T. et al (2010) Impact of supplementary schools on pupils’ attainment: an investigation into what factors contribute to educational improvements. London: Department for Children, Schools and Families.

Russell, J., Sabina, L. (2014) Planning for Principal Succession: A conceptual framework for research and practice. Journal of School Leadership, vol. 24, no. 4, pp. 599-639