Leadership Perceptions in Design and Technology Education

Abstract

AbstractThis qualitative research examines leadership in Design and Technology departments in secondary schools in England. This research focusses on the perceptions of Design and Technology subject leaders about their practices in sustaining and developing the subject in the secondary school curriculum. The work of Design and Technology subject leaders is demanding notwithstanding the subject’s historical struggle with low status (Paechter, 1993). In the England’s national curriculum, Design and Technology is a distinct subject, which is compulsory for pupils aged 11–14 years in state schools. Beyond this age group the subject is optional. However, the way the subject is defined in the national curriculum remains different from its form in schools. For example, in England, an amalgamation of separate subject areas including and not limited to product design, resistant materials, graphics, systems and control, electronics, timbers, papers and boards, and textiles are studied under the banner of Design and Technology. Through the analytical lens of cultural historical activity theory (CHAT) this research broadens the understanding of subject leaders’ perceptions about their practice of monitoring teaching and learning, building relationships, and highlighting Design and Technology. The findings illuminate that sustaining and developing Design and Technology in the school curriculum relies on the subject leader’s department context settings.KeywordsDesign and technologySubject departmentsLeadershipSubject leadersCultural historical activity theoryActivity systems