An investigation into leadership "at all levels" in Scottish Schools

The publication of Teaching Scotland’s Future (Donaldson, 2011) was a catalyst for the re-conceptualisation of the Teaching Profession in Scotland. This research particularly focuses on the emphasis of leadership “at all... [ view full abstract ]

The publication of Teaching Scotland’s Future (Donaldson, 2011) was a catalyst for the re-conceptualisation of the Teaching Profession in Scotland. This research particularly focuses on the emphasis of leadership “at all levels” (Donaldson 2011, 101), which has become prevalent in Scottish Educational Policy and Practice. Using a multi-case approach, interviews were conducted in three schools across Scotland to explore how these policies and re-conceptualisations were being enacted; particularly in relation to informal leaders. Using previous research on the concept of Teacher Leadership as a basis (Holmes, 2016), an exploration of culture, relationships and resources was conducted and barriers and supports to the development of leadership at all levels were explored. Although initially considered in relation to policy direction the cases demonstrated the importance of the principal (referred to as head teacher) being key to staff developing wider leadership roles. Findings also demonstrated how informal leaders struggle with the definition and recognition of leadership at all levels. In particular these cases suggested that development of wider leadership does not always require a strategic decision or policy; rather it may develop through a preferred style of the principal or in response to a need within a context. 

Donaldson, G. (2011) Teaching Scotland’s future: Report of a review of teacher education in Scotland. Edinburgh: The Scottish Government.

Holmes, J. (2016) Teacher Leadership in the Scottish Context: Unpublished manuscript, University of Nottingham.