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Motivating Primary School Teachers to Step into Headship: Insights from a Multi-Career Stage Study

Editorial Introduction:

The BELMAS editorial team are delighted to introduce this timely and compelling blog, ‘Motivating Primary School Teachers to Step into Headship: Insights from a Multi-Career Stage Study’.

In this piece, the authors explore the pressing challenges surrounding the recruitment and retention of primary school headteachers in England. Drawing on rich qualitative data from teachers and leaders at various stages of their careers, they examine what motivates individuals to consider headship—and what deters them. Through these multi-perspective insights, the blog offers a nuanced understanding of the personal, professional, and systemic factors that shape leadership aspirations, and presents thoughtful recommendations for encouraging the next generation of school leaders.

If you have any comments or thoughts about this blog and the points it raises, then do share on social media using the hashtag #BELMASblog or contact the BELMAS Blog editorial team by emailing: blog@belmas.org.uk

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Motivating Primary School Teachers to Step into Headship: Insights from a Multi-Career Stage Study

Lee Faris (Schools for Every Child), Sara Spear (St Mary’s University Twickenham), Paul Sanderson (School of Management, Anglia Ruskin University) 

 

Introduction

Recruiting and retaining headteachers in England—and internationally—has become increasingly challenging. Since 2012, there has been a steady decline in the retention rates of senior education leaders, with a shocking 25% of primary school headteachers leaving within five years and many exiting the profession altogether (NAHT, 2022). Furthermore, only 30% of current school leaders would recommend leadership as a career choice (NAHT, 2021).

These trends raise critical questions: What motivates teachers to consider headship, and what barriers prevent them from stepping into leadership roles? Our recent study, Motivation to Lead in Primary School Headship—A Multi-Career Stage Study, sought to answer these questions. We carried out qualitative interviews with early career teachers, experienced teachers, current headteachers, and retired headteachers to identify key factors that influence the decision to pursue headship. This blog post summarises our findings and recommendations for addressing the barriers that hinder aspirations to headship.

What Motivates Teachers to Consider Headship?

Our study revealed several factors that encourage teachers to consider headship:

1. Opportunities for Impact: Many teachers are motivated by the opportunity to impact their school community. The key driver for headship for many participants was the ability to shape teaching approaches, influence school policies, and make decisions that benefit the entire school. As one current headteacher noted, “I love being able to go in and see the impact of my decisions in the classroom.”
2. Personal Rewards: Personal rewards were a motivator for some participants, particularly the autonomy of the head role. For example, one current head commented, “I can come in and nobody can tell me what to do.” Some participants also valued the status that came with being a head, however, opinions on financial rewards were mixed. While some participants viewed a head’s salary as a fair reward for the responsibility, others felt it was insufficient given the role’s demands. One retired headteacher remarked, “The pay is no good. It’s not enough to entice teachers to do the job.”
3. Sense of Duty: The decision to become a headteacher was sometimes driven by a sense of duty. Some participants felt compelled to step up when they saw a leadership gap in their school. As one current headteacher explained, “I never wanted to be a headteacher, but when they asked me to be the acting head, I felt I had to give it a go.”

What’s Holding Teachers Back?

Despite these motivating factors, our study also identified significant barriers that deter teachers from pursuing headship:

1. Isolation and Accountability: The role of a headteacher can be isolating, with the weight of accountability often overwhelming. Participants expressed concerns about the public scrutiny and media attention that comes with the role, particularly associated with Ofsted inspections. One retired headteacher noted, “When things go wrong, you’re the one in the spotlight.”
2. Workload and Stress: The sheer volume of work and the associated stress were significant deterrents for many teachers. Balancing the demands of the job with personal life was seen as a significant challenge. One experienced teacher commented, “I couldn’t imagine how you’ve got time to do this job.”
3. Stereotypes and Self-Image: Many teachers felt they did not fit the traditional image of a headteacher, whether due to their background, personality, and this perception made the role feel out of reach for some. One experienced teacher noted, “‘A headteacher is somebody who wears a suit, wears pearls and the twin set […] I don’t see myself fitting into the niche of the headteacher.”

What Can Be Done?

Based on our findings, we offer several recommendations to address these challenges and make headship a more appealing career choice:

1. Re-balancing Benefits and Costs: To make headship more attractive, we need to re-balance the personal benefits and costs of the role. As suggested by Earley (2020), providing better support systems, such as coaches and mentors, can help reduce the isolation and stress associated with headship.
2. A More Supportive Evaluation System: The current adversarial nature of school evaluations, particularly Ofsted inspections, can create a culture of fear and discourage teachers from pursuing headship. Jerrim and Sims (2022) advocate for a more empathetic approach to school accountability, and reforming the system to be more supportive and less punitive could reduce the fear of failure and public exposure.
3. Breaking Down Stereotypes: ‘Making the invisible visible’, as advocated by Hedges (2022), and showcasing a range of headteachers from diverse backgrounds, can help challenge traditional notions of headship, and inspire a new generation of leaders.

Conclusion

We can create a more appealing environment for aspiring headteachers through better personal support systems, a more supportive evaluation framework, and increased visibility of diverse leaders. This requires action from policymakers, school leaders, and training providers, to ensure a steady pipeline of qualified and motivated leaders for our primary schools.

Acknowledgements

This study was conducted by Dr Lee Faris, CEO of a primary school multi-academy trust, as part of his professional doctorate, supported by Professor Sara Spear, Provost and Chief Academic Officer at St Mary’s University, London, and Dr Paul Sanderson, Senior Lecturer at Anglia Ruskin University. Together, we combined academic expertise and practical leadership experience to explore what motivates teachers to step into headship.

 

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References

(2022). School leadership in England 2010 to 2020: Characteristics and trends. Retrieved from here.

Earley, P. (2020). Surviving, thriving and reviving in leadership: The personal and professional development needs of educational leaders. Management in Education, 34(3), 117–121.

Hedges, C. (2022). Class matters and the professional doctorate: Making the invisible visible. In The Professional Doctorate in Education: Activism, transformation and practice (pp. 1–15). Cambridge Scholars Publishing.

Jerrim, J., & Sims, S. (2022). School accountability and teacher stress: International evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability, 34, 5–32.

(2021). Fixing the leadership crisis. Retrieved from here.

(2022). Gone for Good: Leaders who are lost to the teaching profession. Retrieved from here.