Signature pedagogies for leadership development: a comparison of headteacher preparation programmes in England and Scotland

Abstract

School systems worldwide wrestle with school leader recruitment, preparation and retention challenges. This article presents and discusses findings from the Researching Sustainable School Leadership project, which shows that while most leaders value the leadership development opportunities they receive, most headteachers do not feel fully prepared when they first take on the role. Meanwhile, the task of leading schools is becoming more complex and challenging. Drawing on Shulman’s notion of signature pedagogies, we examine the extent to which the national headship preparation programmes in England (National Professional Qualification for Headship) and Scotland (Into Headship) equip newly appointed headteachers to think, perform and act as professionals. We argue that there is no overarching signature pedagogy for headship preparation common to both programmes. Instead, we suggest that the programmes represent distinct ‘national’ signature pedagogies. The National Professional Qualification for Headship prioritises domain-specific knowledge, while Into Headship seeks to balance leadership knowledge with wider aspects, including self-awareness and professional values. The programmes have deep and implicit structures which reflect and reinforce the two national systems: England’s emphasis on ‘what works’ and school effectiveness, and Scotland’s commitment to partnership and ethical, place-based education. The article concludes by highlighting the importance of experience for leadership formation and socialisation, asking whether and how prospective headteachers could be helped to better curate and reflect on their experiences of leading.