Why Do Headteachers Stay in Disadvantaged Primary Schools in London?

Autor/in	Towers, Emma
Titel	Why Do Headteachers Stay in Disadvantaged Primary Schools in London?
Quelle	In: Leadership and Policy in Schools, 21 (2022) 2, S.206-221 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Towers, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1759651
Schlagwörter	Elementary Schools; Principals; Disadvantaged Schools; Labor Turnover; Persistence; Urban Schools; Administrator Attitudes; Social Justice; Beliefs; Foreign Countries; Work Environment; Educational Policy; Motivation; Disadvantaged Youth; Student Needs; School Culture; Equal Education; Salaries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Ausdauer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziale Gerechtigkeit; Belief; Glaube; Ausland; Arbeitsmilieu; Politics of education; Bildungspolitik; psychologische; Motivation (psychologisch); Benachteiligter Jugendlicher; Schulkultur; Schulleben; Entlohnung; Gehalt
Abstract	This paper explores and charts the reasons why some primary school headteachers in "disadvantaged" London schools remain in post at a time of rising rates of attrition of school leaders and headteachers. Instead of exploring the reasons why headteachers are quitting their posts in urban schools, this study examines the retention issue from an alternative perspective by understanding what factors encourage headteachers to stay. Findings suggest that the London headteachers are fueled by their commitment to principles of social justice and demonstrate this by providing stability and security for the children and staff in their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01