Research Outline.An investigation of leaders roles (headteacher and middle managers) in ECO (pseudonym of a Primary School in Cyprus) School: Responsibilities and emotions in leadership practise

PART C

Researcher’s role

• I will deal with the project from an insider’s point of view being a member of the school staff.  Data will be gathered personally.  My role presumes an active involvement with the sample during the research.    
• In applying the project my aim is to act as an ‘agent of change’ (Study Guide, p.52).  The study seeks to foster school’s improvement by clarifying leaders’ responsibilities and identifying ways to deal with the problems arising out of workload.
• I will have the responsibility to inform in all aspects all participants about the focus and the process of the project.  Gaining the consent of leaders and teachers will be fundamental to the completion of the research in order to ensure the successful utilization of the sources needed for the research.  

Ethical issues addressed

• According to Punch (1994) (Study Guide, p. 56) a research demands multiple negotiations and continual coping with ethical dilemmas.  It is crucial to ensure colleagues about trustworthiness in conducting the research.  The sample will be treated with respect and dignity and their privacy will be protected.  My dual role as a teacher and researcher is an important issue that must be addressed accordingly.  Some colleagues may not feel comfortable to share their perceptions about leadership or may not be honest in their replies.  Hence they must be ensured that nobody’s career can be harmed by participating and that the information gathered will be anonymous, non-attributable and confidential (Berger and Patcher, 1994) (Study Guide, p. 53).  Pseudonyms will be used for any comments included in the project report.  In this sense it would make it easier to obtain staff’s informed consent.
• As BERA’s guidelines point out the researcher is responsible for protecting participants’ rights.  Some colleagues may feel inconvenient knowing that school activities and meetings are observed.  Furthermore this might impede the authenticity of their reactions to everyday problems.  This issue can be addressed by ensuring staff that no one will be judged for his/her actions or being referred to the project report.  In essence participants must be convinced that the research will have no implications to their work but will give valuable information for the school’s progress.  Finally, I will ensure that the research report will be available to everyone.  After explaining all this issues, colleagues will be free to decide if they want to participate in the project.  
• The issue of bias is crucial in conducting this research due to the fact that I am a member of the school staff.  Keeping a diary to record personal feelings and reflections during the process, may lead me to awareness and transcend of any personal bias (Burgess, 1981 and Hutchinson, 1988 – Research Methods in Education – RME, p.144).

Theoretical approaches relating to the project

• During the implementation of the project an exploratory, ‘interpretivist’ approach (Study Guide, p.60) will be adapted.      The participants’ notions, about leaders’ role, are expected to vary according to personal and professional experiences.

• Education reforms in the last decades have great implications in leaders’ roles which have changed both in form and function’ (Moore et al., 2002) (cited in Billot).  In addition Hausman et al. (2000) (cited in Billot) argue that leaders’ effort to balance managerial and professional issues, lead to a conflict between those different roles.  Leithwood and Menzies (1998) (cited in Billot) point out that principals spent more time on managerial issues comparing with the time spent on educational matters. According to Fullan (1998) (cited in Billot) principal’s role and workload became more complex ‘with pressure arising from role ambiguity and overload’.  

• Harold et al. (2000) (cited in Billot) state that the increased workload and stress cause detrimental impacts on head teachers’ role.  Billot’s (2003) research revealed that leaders are concerned about the lack of role clarity and consistency and they feel frustrated at their attempt to cope with contradictory demands.  

• The theoretical approaches concerning the role of emotions in leaders’ everyday practise are relevant with the proposed project.  According to Vince (1999) (cited in James and Vince) leadership process is driven by emotions and by the complexity of power created by superior-subordinate relations.  James and Vince (2001) argue that leader’s role is complex and attracts a considerable weight of responsibilities and expectations, ‘being the recipients of others projections’ (teachers, parents, stakeholders) (Obholzer, 1999) (cited in James and Vince).   These responsibilities cause anxiety, anger and stress.  Leaders need to deal with ‘being good enough’ rather than trying to be ideal (James and Vince, 2001).

• Leader’s tasks are going to be analysed according to Wise’s (1999) classification (tasks having an individual or a wider community perspective and paperwork-type tasks or those involving people).  The application of distributed leadership in the school is also an important element in analysing leader’s role (Mulford and Silins, 2003).  

Methods of collecting data and evidence sources

• A qualitative approach will be applied in data collection (Study Guide, p. 62).  Data will be collected through interviews, focus groups and questionnaires:

• The headteacher, the two middle managers and three teachers will be interviewed using open-ended questions.  
• A focus group will be conducted with the three leaders commenting about their main responsibilities and the emotions they experience in their everyday practise.
• Questionnaires will be filled by the leaders and ten teachers.  They aim to elicit data about the priorities of leaders’ role. 

• Field-notes will be obtained from observing school’s daily practises and a diary will be kept to record ideas. Internal school documents, concerning headteacher’s and middle leader’s responsibilities and school policy documents will be examined.  Data from different sources will be used to corroborate the research results (‘triangulation’ – RME, p.144).

PART D

Comments from Web Activity 1

• Helen H. argued that interviewing only one middle leader might be problematic in presenting the general view of leadership in the school (E859, Web activity 1, 9 April 2008).  Having this in mind it was decided that both school middle managers are going to be interviewed as well.

• The danger of bias in collecting data due to the personal relationships with colleagues was pointed out by Panagiwtis P. (E859, Web activity 1, 15 April 2008).  This is going to be minimized by using different methods for collecting data (triangulation) and ensure colleagues about confidentiality (anonymous questionnaires).  
• Peter H. (E859, Web activity 1, 19 April 2008) comments indicated a concern about the wide range of issues included in the project.  This led to a redefinition of the research’s questions in order to make the project more manageable.  My focus will be on staff’s perceptions about leaders’ role including the emotions generated in applying leadership.

References to relevant literature anticipate using (Appendix 1)

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APPENDIX 1

Chapters from E859 Reader:

BILLOT, J. (2003) “The real and the ideal: the role and workload of secondary principals in New Zealand”, 31(1). UNITEC Institute of Technology.

JAMES, C. and VINCE, R. (2001) “Developing the leadership capability for headteachers”, Educational Management Administration and Leadership, 23(9).

RUTHERFOLD, D. (2002) “Changing times and changing roles”, Educational Management Administration and Leadership, 31(3).

WISE, C. and BENNETT, N. (2005) “An awful lot of envelopes; or, the story of a survey of middle leaders in secondary school in England”.

Journal articles

RAMMER, R. (2007) “Call to action for Superintendents: Change the Way You Hire Principals”, The Journal of Educational Research, 101(2)

TSIAKIROS, A. and PASHIARDIS, P. (2006) “Occupational Stress among Cyprus Headteachers: sources and coping strategies”, ISEA, 34(2).

Research Reports

BENNETT, N., NEWTON W., WISE, C., WOODS, P. and ECONOMOU, A. (2003) “The Role and Purpose of Middle Leaders in Schools”, National College for School Leadership (NCSL).

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REFERENCES

BERA, (2004) Revised Ethical Guidelines for Educational Research, British Educational Research Association.

BILLOT, J. (2003) “The real and the ideal: the role and workload of secondary principals in New Zealand”, 31(1). UNITEC Institute of Technology.

JAMES, C. and VINCE, R. (2001) “Developing the leadership capability for headteachers”, Educational Management Administration and Leadership, 23(9).

MULFORD, B. and SILINS, H. (2003) “Leadership for organizational learning and improved students outcomes – what do we know?”, Cambridge Journal of Education,  33(2).  Carfax Publishing/Taylor & Francis Ltd.

WISE, C. and BENNETT, N. (2005) “An awful lot of envelopes; or, the story of a survey of middle leaders in secondary school in England”.

Research Methods in Education – Handbook (2003) Open University of London

Conference references

HARRIS, H. (E859, Web activity 1, 9 April 2008)

HORSFALL, P. (E859, Web activity 1, 19 April 2008)

PANAGIDES, P. (E859, Web activity 1, 15 April 2008)