Leading Teaching and Learning in the Primary School

Abstract

Case study data from six primary schools are drawn upon to examine the reality of primary headteacher leadership. Three alternative theoretical models of leadership are used to analyse the ways in which it has changed since the Education Reform Act (1988) and the implications of these changes for leading teaching and learning. Prior to 1988 primary headteachers as ‘educative leaders’ were involved in teaching and direct working relations with children and classteachers. However, in the current educational climate ‘educative leadership’ appears unsustainable. Although ‘instructional leadership’ is an effective model for achieving compliance with government reforms and achieving a narrow standards agenda, it stifles teachers’ creativity and constrains school innovation. It is argued that ‘pedagogical leadership’, as exemplified by two headteachers in the study, appears to offer much greater possibilities for developing teaching and promoting both pupil and teacher learning. While the practice of ‘pedagogical leadership’ is viewed as conflicting with aspects of ‘instructional leadership’, it has value congruence with ‘educative leadership’ and can therefore develop from it.