The Professional and Organizational Socialization of New English Headteachers in School Reform Contexts

Abstract

The headteacher's role in school improvement and the changing nature of the role suggest the need to investigate how new school leaders learn their jobs, that is, their socialization to the leader role. This study has two purposes: (1) to identify the content and methods used in the professional and organizational socialization experiences of new English headteachers; and (2) to examine how headteachers perceive that these socialization processes affect their roles as headteachers. The study is based on a longitudinal, multi-case study of primary headteachers during their second and third years. The study found that the new headteachers experience what they referred to as traumatic first-year experiences, which involved management issues. They also had to learn how to form important relationships and how to develop self-learning. This learning occurred through professional, organizational and personal socialization methods and reinforced the important role of mentors, teachers, deputies and former headteachers. The study reinforces the need to further examine how new school leaders learn their jobs in complex, reform environments.