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John MacBeath, University of Cambridge, Peter Gronn, University of Cambridge, Darleen Opfer University of Cambridge, Kevin Lowden, University of Glasgow, Christine Forde, University of Glasgow, Mike Cowie, University of Edinburgh, Jim O'Brien, University of Edinburgh
ISSN 0950 2254
ISBN 978 0 7559 7654 6 (Web only publication)
This document is also available in pdf format (1.4mb)

This Technical report is also accompanied with Full report and Research findings

CONTENTS

1. Initial Descriptive Analysis: Headteacher Questionnaire

2. Analysis of Headteacher Survey Data
2.1 Representativeness of the Sample: Comparison of Headteacher Respondents and Scottish Headteachers
2.2 Disaggregation Analysis of Headteacher Responses: Gender and School Type
2.3 Relationship between Gender and School Type
2.4 Career Aspirations
2.5 Influences on Career Aspirations
2.6 Experiences of Headship
2.7 Satisfaction with Elements of the Role of Headteacher
2.8 Concern with Aspects of the Role of Headteacher
2.9 Satisfaction with Professional Development Opportunities
1.10 Sufficiency of School Resources
2.11 Recommending the Role of Headteacher

3. Factor Analysis of Headteacher Data
3.1 Confidence in Abilities
3.2 Roles Played in Leadership Activities
3.3 Satisfaction with Elements of the Role
3.5 Availability of Resources and Support

4. Gender Disaggregation for New Variables
4.1 Leadership Roles

5. School Type Disaggregation for New Variables
5.1 Leadership Roles
5.2 Satisfaction
5.3 Sufficient Resources and Support
5.4 General Concern with Role
5.5 Confidence in Abilities

6. Additional Headteacher Analysis
6.1 Satisfaction Factors by Age
6.2 Satisfaction Factors by Levels of Experience
6.3 Satisfaction Factors by Hours Worked (average hours)
6.4 Satisfaction Factors by 10-Year Expectations (head, other employed, retired)
6.5 Satisfaction Factors by 5-Year Expectations (head, other employed, retired)
6.6 Satisfaction Factors by 2-Year Expectations (head, other employed, retired)
6.7 Satisfaction Factors by Free School Meals (%) in School
6.8 Average Hours Worked by Employment Expectations
6.9 Age by Employment Expectations
6.10 Gender by Employment Expectations
6.11 School Type by Employment Expectations
6.12 Free School Meals (%) by Employment Expectations
6.13 Age by School Type
6.14 Average Hours Worked by Leadership Roles
6.15 Satisfaction Factors by Leadership Roles
6.16 Recommend Role by Free School Meals (%)
6.17 Recommend Role by Age

7. Regression Analysis
7.1 Regression Analysis for Satisfaction with Autonomy
7.2 Coping

8. Analysis of Teacher Data

9. Disaggregation of Teacher Data
9.1 Eventual Career Destination
9.2 Applying for Headteacher Positions

10. Factor Analysis of Teacher Data
10.1 Importance of factors in making career decisions
10.2 Advice and Influence in Career Decisions
10.3 Influences on Applying for Headship
10.4 Teachers Perceptions of Headship

11. Additional Disaggregation and Correlation Analysis-Weighted
11.1 Positive Influences for Applying for Headship Factor
11.2 Negative Influences for Applying for Headship Factor
11.3 Positive Perceptions of the Post of Headteacher
11.4 Negative Perceptions of the Post of Headteacher

12. References

13. Appendices
13.1 Teacher Survey
13.2 Headteacher Survey
13.3 Focus Group Interview Schedule
13.4 Teacher (headteacher non-aspirants) Interview Schedule
13.5 Headteacher Interview Schedule
13.6 Local Authority Interview Schedule

The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Government or any other organisation(s) by which the author(s) is/are employed.

The Scottish Government is making this Technical report available on-line in order to provide access to its contents for those interested in the subject. The Scottish Government commissioned the research but has not exercised editorial control over the report.

If you have any enquiries about these reports
Please contact the Dissemination Officer on 0131-244-0894; by e-mail on recs.admin@scotland.gsi.gov.uk or visit our website www.scotland.gov.uk/insight.

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