School leadership aspirations of black and minority ethnic teachers

Eweka, Edosa Ulamén (2015) School leadership aspirations of black and minority ethnic teachers. EdD thesis, University of Nottingham.

PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (2MB) | Preview


Studies investigating the career progression of BME teachers identify institutionalised discrimination, social inequality and unfavourable school practices as forces militating against the realisation of their school leadership aspirations. This study adds to this discourse by exploring some mediating forces, shaped by life history, beliefs, values, and workplace reactions, in the realisation of school leadership aspirations. In this regard, this research explores issues relating to the leadership roles a group of BME teachers conceive for themselves and their perceptions of success; the balance of personal, professional and situational factors, and the dynamics between personal agency and workplace structure, all in relation to leadership success. Since this study concerns aspect of life histories, values, beliefs, and workplace reactions, recognition of the utility of qualitative approach was given, and as such the semi-structured interviewing as the method to gain an authentic understanding to these research issues was employed.

What emerged from the study is that conception of leadership roles underpin personal judgements about what leadership or career success means. Real or perceived success is shaped by mediating dimensions of a personal, professional and situated nature, such that when in balance, agency exercised directly at a conceived leadership role reinforces the self-perception of school leadership success, whereas when dimensions are negatively imbalanced, the ability to pursue conceived leadership roles is inhibited, thus creating a sense of career stagnation. The sense of progression or stagnation is reinforced further with the mediating extent to which agency is exercised in concert with or against prevailing structures. These findings result in implications for both research and practice.

Item Type: Thesis (University of Nottingham only) (EdD)
Supervisors: Day, C.
Hobson, A.J.
Subjects: H Social sciences > HF Commerce
L Education > LB Theory and practice of education
Faculties/Schools: UK Campuses > Faculty of Social Sciences, Law and Education > School of Education
Item ID: 29354
Depositing User: Eweka, Edosa
Date Deposited: 11 Sep 2015 11:15
Last Modified: 16 Dec 2017 18:03

Actions (Archive Staff Only)

Edit View Edit View