Leadership career progression opportunities and constraints for School Business Managers

Since 2001 successive governments have promulgated the role of the School Business Manager (SBM) as a way to increase the efficiency and effectiveness of schools. The change in organizational structures with the advent of... [ view full abstract ]

Since 2001 successive governments have promulgated the role of the School Business Manager (SBM) as a way to increase the efficiency and effectiveness of schools. The change in organizational structures with the advent of academies has impacted the SBM role significantly.  With the increasing focus on growing multi-academy trusts (MATs), it has been heralded that there are now significant opportunities for leadership roles for SBMs in the form of Chief Financial Officer (CFO), Chief Operating Officer (COO), and, potentially, Chief Executive Officer (CEO). 

In a survey of school business professionals in England carried out by the author in October 2017, only 5 out of the 117 respondents gave their job title as CFO or COO, and none as CEO of a MAT.  So do these leadership opportunities really exist or is it all just rhetoric?  The author carried out a research study to identify what the leadership career options are for SBMs; what are the constraints for those wishing to progress to leadership roles; and, what is the appetite for such roles?  In addition, the author researched what effect the perceived lack of ‘professionalization’ (defined as a ‘license to practice’) has had on SBMs securing leadership roles.

In addition to the survey, the author carried out interviews where the themes that emerged from the survey were discussed in depth with people who operate from different perspectives in the world of school business management and leadership.  These included school business practitioners operating at different levels and in different contexts, a professional researcher working in the field of school business management, an executive head teacher, and heads of national organizations involved in school business leadership.

What emerged are insights into how school business professionals can promote themselves and their roles more effectively so that the impact of what they do is understood and appreciated by the whole school community.  More importantly though, the study identified the need for a change in cultural mindset, from both teachers and school business professionals, from viewing business management and pedagogical leadership as two separate disciplines into one of combined leadership. 

If government policy is to continue down the path of academisation, and it is now almost untenable to think otherwise, then the need for equality of combined leadership will become imperative to the future sustainability of England’s schools.  This research adds to the body of knowledge of how this panacea could be achieved.