Abstract
This article draws upon empirical data to consider how teacher governors perceive their role and whether there are areas of the work of the governing body which they find particularly difficult or problematic or from which they are regularly excluded or marginalised. It examines teacher governors' relationships with headteachers and the extent to which they are constrained in what they say and do by the heads' presence. The article also offers a conceptualisation of the teacher governor role including the 'effective' teacher governor. It concludes by raising the key question of conflicts of loyalty and asks how do organisations manage such conflict and develop a sense of loyalty in their members.
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