Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687530
Title: Followership among secondary school teachers
Author: Francis, Andrew Frank
ISNI:       0000 0004 5924 136X
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2016
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Abstract:
Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Career Model (1999) as a framework to understand why teachers follow, the study used biographical-style interviews (n=15) to reveal factors that have shaped the agency of schoolteachers, influencing their journeys to followership. In addition, the study administered Kelley’s (1992) Followership Questionnaire in order to understand how teachers follow (n=69). Factors found to influence why teachers follow included the role of parents, schooling and of key people and these findings align with research carried out on the career journeys of senior educational leaders. In addition, the combined insight drawn from the quantitative and qualitative data revealed a predominance of exemplary followership among the teachers. The study suggests that this approach to followership is dominant among teachers due to them being engaged in leadership practice, both within and beyond the classroom. Further, that teachers’ commitment to task, enhanced through working in a profession that enables them to satisfy important personal values and beliefs, also encourages the practice of exemplary followership.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.687530  DOI: Not available
Keywords: L Education (General)
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