A qualitative enquiry to explore the perceptions that maintained primary school teachers in England (at different career stages) hold about headship and the impact these perceptions have on their motivation and demotivation to become headteachers

Education literature and professional reports highlight an increasing shortage of headteachers in the primary phase. This study explores specific factors that motivate and demotivate teachers in maintained primary schools in England to become headteachers, and how/if these motivating factors differ for teachers at different stages of their career. Qualitative interviews were conducted with four groups of primary teachers about their careers and desires to be a headteacher: Group 1: early career teachers (<5 years qualified), Group 2: experienced teachers (>10 years of experience), Group 3: current headteachers (>5 years of experience as a headteacher), Group 4: retired headteachers. The main finding of this study is that having the autonomy to make an impact motivates teachers to become heads. The fear of being isolated and exposed (either as an imposter or to the community if they make a mistake) is demotivating for teachers to pursue headship. Teachers who do not understand the day-to-day aspects of being headteachers have a fear of the unknown and are demotivated from headship. The researcher found that motivation and demotivation differ at different career stages, and this has a bearing on how primary school headship should be presented to teachers. The research concludes that to motivate teachers to headship, headteachers should highlight the support systems in place to reduce isolation, increase teachers’ awareness of the autonomy the role provides and raise awareness of the positive impact heads can have on pupils. In addition, there should be more work to show teachers the range of people who become headteachers so that stereotypes can be broken down and imposter syndrome can be reduced. Finally, to reduce the fear of the unknown that is a demotivating factor, teachers should be made more aware of the day-to-day tasks involved in headship and, therefore, lessen the mystery that surrounds it for many teachers.