Societal Pressures and Confidence Dilemmas in Women Deputy Headteachers’ Pursuit of Headship in Secondary Schools

Abstract

The focus of this research is women in educational leadership roles. It explores the topic of women's career aspirations for headship in secondary schools in England. The study involves investigating the career aspirations of ten female deputy headteachers, and seeks input from five current headteachers, both male and female, to understand their perceptions of why women may or may not pursue headship. The primary objective of this research is to unravel the intricacies surrounding women's aspirations for headship, the reasons influencing their decision-making processes, and any barriers hindering their progression from deputy headteacher to headteacher roles. The study explores the reasons the participating women give for choosing to aspire or not to aspire to headship. The research uses semi-structured interviews and is influenced by narrative-informed approaches, providing a rich and in-depth exploration of participants' leadership journeys. Through participants’ interviews, the study identifies individual experiences, revealing perceived barriers, constraints, motivations, and enablers shaping their career trajectories and ambitions. The research aims to understand how these experiences and perceptions influence participants’ aspirations. Examining three key groups within the study, those wanting to progress to headship, those who do not want to progress, and those who are undecided, the research analyses how these groups discuss key themes and how these impact their decision-making regarding headship. A key finding was that women in all three groups were influenced by the same factors including confidence in themselves, trust in educational systems including practices and policies, and pressures related to gender, particularly those connected to family life. All the participants called for more positive female role models and headteacher mentors to break down the current perceptions that headship is not seen as a compatible career for women. The group who wanted to progress to headship differed from the other groups as despite having the same perceptions of issues and identified barriers, their motivation to want to progress to headship was because they wanted the achievement of being able to reach the top of their career. They have often been supported in their decision-making to aim for this through a role model or someone who has encouraged them. Exploring these key themes and concepts within this research sheds light on the intricate landscape of women’s underrepresentation in secondary school headship. This thesis offers recommendations for future practices and policies based on these identified themes, aiming to address the persisting gender disparity in headship roles. The findings presented in this research are crucial for stakeholders interested in reshaping future headteacher recruitment strategies and dismantling the barriers contributing to the unequal representation of women in secondary school headships in England. This research contributes to the ongoing discourse on gender equity in educational leadership and calls for concerted efforts to create an inclusive and diverse leadership landscape within secondary schools.