This study explores current practices and potentialities with respect to talent identification in contextually different primary and secondary schools in England. Contextually different schools were chosen as context has been shown to be influential in shaping what leaders prioritize and do to develop their schools in the future.
Key points:
- Little research has been undertaken on the identification of leadership talent within the education sector, nor have the characteristics perceived important in talent identification been articulated or explored within a research context.
- Most research in the UK has been concerned with overcoming barriers to leadership succession and has not included study of the linked parameter of talent identification.
- 20 characteristics indicative of leadership talent were identified:
- Has people skills
- Has good communication skills
- Has vision
- Has the respect of staff
- Has the respect of pupils
- Possesses professional values
- Shows enthusiasm
- Shows initiative
- Can deal with stress
- Good self-organization
- Works hard
- Is a very good teacher
- Has energy
- Shows confidence
- Is a competent teacher
- Has good subject knowledge
- Has experience of project leadership
- Has an ‘aura’
- Shows ambition
- Accesses development courses
- School-based changes are recommended so that individual school's longer-term leadership requirements may be better addressed.
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