PurposeThe purpose of this paper, based upon research carried out between a university and a Local Authority (LA) in the Midlands, UK, is to explore the phenomenon of head teachers working collaboratively across clusters of primary schools, or inter-collaboration.Design/methodology/approachA qualitative case study approach was taken and the data collection methods co-constructed with the participants.FindingsThe head teachers were eager to share what they perceived as an overwhelmingly positive collaborative experience. The findings in this paper illustrate perhaps the most significant discovery, i.e. the role that the collaborative clusters can play in offering emotional support to those head teachers involved.Research limitations/implicationsThis research was based within a specific LA, so the findings reflect the values manifested there. Quite different results may have been discovered in alternative contexts.Originality/valueThe personal, social and emotional needs of leaders are often overlooked in research whilst focussing upon the support that they offer to others. This paper explores the solitary role that headship can be and the function that supportive, collaborative clusters can provide in filling that emotional void.
Journal of Professional Capital and Community – Emerald Publishing
Published: Nov 29, 2019
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