Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.756123
Title: Assessing readiness for headship within accredited school leader development programmes : a cross-country comparative analysis
Author: Sands, David
ISNI:       0000 0004 7429 0768
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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Abstract:
Using evaluative case study as the form of enquiry, this thesis considers whether and how it is possible and appropriate to assess readiness for headship within SLDPs. A three-stage enquiry process was devised which was then tested on the assessment systems of Hong Kong and England, through a cross-country comparison. There was a pragmatic approach to the research, the central notion being that the meaning of a concept lies in its practical implications in the world as it is experienced. Within this broad paradigm the research focus called for qualitative data collection methods, although a multi-strategy research design was employed. Multiple data collection and analysis techniques were utilised. Key findings from the research show a sharp contrast between the two assessment systems. In Hong Kong, the research casts doubt on whether the assessment system, as currently designed, is the best way for candidates to demonstrate their capacity in the key qualities of principalship, and therefore their readiness for the role. In England, the findings indicate that the assessment system incorporates some but not all of the features identified by research as good practice, and that it is, with some qualifications, an effective tool in assessing candidate readiness for headship. More generally the research demonstrates that assessing readiness for headship is best attempted using a competency-based assessment system, fully aligned to a set of national standards where both are underpinned by established research findings rather than political policy imperatives. It has also shown that a competency structure offers the best opportunities for leadership learning to be conceptualised, comprehended and assessed. Finally, the three-stage enquiry process tested in this research offers a diagnostic tool capable of producing a detailed audit on the overall efficacy of other current and projected SLDP assessment systems.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.756123  DOI: Not available
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