‘An exploration of factors leading to the disproportionate representation of women as headteachers in primary schools in England’: The perceptions and experiences of female teachers

Abstract

Abstract The aim of this study was to explore the reasons for disproportionate representation of women as primary school headteachers in England and to suggest some solutions to increase the number of women leaders in the future. The study employed qualitative analysis technique based on interviews conducted with eight primary school teachers. The primary data was analysed using thematic analysis. To address the research aim as part of fulfilling the purpose, four research questions were addressed. The first research question related to the representation of women as headteachers in primary schools in England. The data from interviews uncovered that a number of female teachers are either not pursuing the role of a headteacher (e.g. due to other priorities such as family commitments) or experiencing glass ceilings that make it challenging to secure promotion as a head teacher. The study also confirmed that women do not progress to leadership roles in primary schools as fast as the male teachers. The second research question related to the factors that enable or prevent women from becoming headteachers. There are several factors uncovered through the interviews that influence women’s appointment as head teachers. These factors are differentiated based on the factors that enable and factors that prevent women from becoming head teachers. The factors that enable women to become head teachers include (1) availability of training program / courses, (2) family support and (3) governmental support / flexible working environment. In contrast, the factors that prevent women from becoming head teachers, as uncovered through the interviews included (1) family commitments and difficulty in achieving work-life balance, (2) lack of provision of opportunities in schools, (3) maternity leave and resultant time off work and (4) not having enough role models. If women do not have the role models to look up to, it impacts the level of ambition among the young female teachers early on in their career. The third question related to the perceptions and experiences of female primary teachers regarding leadership. Most of the primary teachers interviewed during this study felt they were not ready for leadership position, despite having considerable work experience as a teacher. A related perception amongst the interviewees was

the extra administrative tasks that come with leadership roles in primary schools. Another perception is the acceptance amongst female primary teachers that leadership and roles of increased responsibility within schools (such as head teacher position) are male dominant positions. Finally, another perception relates to the fact that a leader has to make decisions which will result in some stakeholders being dissatisfied. It demonstrates that decisiveness, being firm and ability to take timely decisions under time and resource constraints are some of the important characteristics of being a leader. Recommendations are offered based on the findings of the research. Key words: Disproportionate representation, female primary teachers, role models, work-life balance and career breaks.