The DfE has just published the latest in a series of working papers based on the 2013 international TALIS Study of teachers. https://www.gov.uk/government/publications/teachers-in-secondary-schools-evidence-from-talis-2013 The TALIS study covers secondary schools and this working paper is about job satisfaction and teacher retention. Probably not surprisingly, it concludes that leadership matters. The working paper summarises this key fact as follows:
Better school leadership is strongly associated with higher teacher job satisfaction and a reduction in the odds that a teacher wants to move school. More specifically, a one standard deviation (SD) improvement in the quality of leadership is associated with a large, 0.49 SD increase in teacher job satisfaction and a 64% reduction in the odds that a teacher strongly agrees that they want to move to another school.
This comment makes the abolition of a mandatory preparation qualification for headship nearly a decade a go by the then Labour government even more difficult to fathom than it was at the time. A mandatory leadership qualification also allows for greater understanding of the pipeline of potential new head teachers and areas where there may be challenges recruiting a new head teacher.
Yesterday, I spent the afternoon with the heads of Roman Catholic schools in the Archdiocese of Southwark that covers a swathe of south east London and the neighbouring counties. There were many new, young head teachers just embarking on journey as the lead professional of a school. What was interesting and inspiring was the range of new options the Archdiocese and its schools were willing to try; co-heads sharing the role; primary and secondary heads working together in the same primary school, where at the same time the secondary head also retains their leadership role in the secondary school. Also inspiring were the large proportion of new heads that were women.
Church schools, like schools in the larger MATs, are lucky in that they work in an organisational structure that can set funds aside for system leaders to help head teachers and other school leaders develop. Many local authorities no longer have the funds or the support of their remaining maintained school to ensure such support and encouragement for school leaders and also can no longer identify those that will form the next generation of school leaders.
This is a point noted in the main TALIS report on the 2013 data, where the authors made it clear that:
.Schools in England are clearly very autonomous by international standards, or at least are viewed as such by their head teachers. The levels of school responsibility that are reported are so high and the levels of local and national authority responsibility so low that there is little room for much analysis of differences among English schools. Unsurprisingly, the reporting of local or national authority involvement is strongly concentrated among the maintained schools, although we have already noted that it is not nearly as high as might be expected. Within the group of maintained schools, we can find no clear significant differences in level of average GCSE performance, the distribution of Ofsted ratings, or average Free School Meals receipt between schools with heads reporting significant local or national authority involvement ….. and those with heads who did not. (Page 42 paragraph 22, main report).
The TALIS report is a good starting place for any new Minister, should we find reshuffles and changes at Westminster create such an eventuality, even without the enduring possibility of an early general election causing wholesale change.