A Study of the Career Trajectories of School Teachers Who Become Headmasters and Principals

Abstract

The role of a school head has been a significant factor in the success or otherwise of a school. Similarly, the pre-appointment training and continuous professional development of school heads play important role in their success as heads. Research indicates that when school teachers become school heads, generally with little or no pre-appointment training, they struggle in their initiation and socialization process as school heads. The current study was aimed to explore possible answers to questions around issues of personal and professional situations of the teachers that facilitate them in the process of becoming school heads in Khyber Pakhtunkhwa, Pakistan. The study explores answers to questions such as: What leads to teachers becoming school heads? What are the implications of becoming school heads? What experiences do school heads have in their role socialization as heads? The study used qualitative, interpretive research approach, in accord with social constructionism. The sample of the study consisted of thirty male and female school heads in Peshawar, Khyber Pakhtunkhwa, Pakistan. The sample was selected using purposive and snowball sampling techniques. Semi-structured interviews were conducted with participants to collect data. The data so obtained was analyzed using thematic analysis. Findings reveal a variety of reasons behind the becoming of school teachers as school heads. Similarly, a variety of problems, issues and constraints are being faced by the respondents in their roles and socialization as school heads. The problems respondents faced in their professional socialization include dealing financial constraints, problematic teachers and lack of support from staff, absence of infrastructure and facilities in schools, overcrowded classrooms, lack of education officials’ cooperation and the bureaucratic iii

centralization of powers. The headship role changes the respondents personal and professional identities and these identities often clash with their personal and professional responsibilities. Findings also show that there is lack of pre-appointment training for the school heads that has implications for their performance as school leaders. The study highlights the career trajectories of female school heads and the leading role experiences at school level and what kinds of problems they have been facing in the social context in which they lead. The study has important implications in terms of pre and post appointment professional development and training for school heads and regarding power delegation, and with respect to financial support, better facilities and delegation of appropriate power that may facilitate school heads in functioning in a better working environment. The female school heads need to be provided with differentiated provisions in terms of facilities and environment keeping in view their peculiar needs in a mainly conservative, male dominant working environment.