Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Abstract

Currently, the United Kingdom is experiencing an “education workforce and leadership crisis,” which spans from the beginnings of the teaching career to the higher echelons of senior leadership. The purpose of this study is to investigate the career trajectories and experiences of Deputy and Assistant Headteachers in Birmingham, England. This article draws from an original thesis and presents the findings from a narrative study on the career trajectories of 14 Deputy and Assistant Headteachers in Birmingham, England. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialisation experiences can determine whether they stay, leave, or climb the career ladder to Headship. This article suggests that Deputy and Assistant Headteachers lean toward displaying mainly Bonder, Bridger, or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws types of social capital.

Keywords

assistant headship career stages and phases deputy headship socialisation social capital

Background

Over the past ten years, leadership challenges associated with the retirement of the “baby boomers” have now become critical within the secondary and primary school leadership structure in England schools. Since 2005, a national increase in vacant Headship roles and a decrease in the number of Deputy and Assistant Headteachers applying for Headship roles have been reported (Rhodes, Brundrett, and Nevill, 2009; Howson, 2011). This lack of essential Headteacher leadership in schools will have an impact on school effectiveness (Hallinger and Heck, 2010). Worrying Government statistics show that over 40,000 teachers including graduate teachers left the teaching profession in 2016, and this has been an annual trend over the past five years (Department for Education [DfE], 2017). Annual teacher resignations could result in further significant challenges for school leadership and management. The national school workforce statistics in England (DfE, 2017) show that there were 437,647 FTE (full-time equivalent) classroom teachers and 72,373 teachers in a leadership position (a total of 510,020) of which almost three out of four school teachers were female (around 380,000 teachers). A total of 22,100 Headteachers and 49,100 Deputy or Assistant Headteachers were employed within these state-funded schools, and over two thirds (14,700) of those senior leaders were female.

In the West Midlands of the 42,500 teachers, 8,133 were in a leadership position; 25.6% were male, and 16.3% were over 50 years of age. In Birmingham secondary schools (which is the focus of this study), there were 12,733 teachers of which 1,980 were in a senior leadership position; 26.5% were male, and 14.9% of teachers were over 50 years of age. The number of teachers in secondary schools has decreased by 1.3% (2700) between 2015 and 2016. The Deputy Headteacher role is the second highest senior leadership role in the school. The Deputy Headteacher will deputise when the Headteacher is not present. The Assistant Headteacher role is third in the senior leadership hierarchy and is subordinate to the Deputy and the Headteacher.

Concerns about the school workforce have been raised by the National College for Teaching and Leadership (NCTL, 2009a); the National Association of Headteachers (NAHT, 2009), the National Association of Schoolmasters Union of Women Teachers (NASUWT, 2010, 2012); the National Union of Teachers (NUT, 2014, 2015); and the Association of Teachers and Lecturers (ATL, 2015). These reports indicate general unease concerning workload and accountability challenges and expectations. These challenges have contributed to what has been called the “Headship crisis” (Rhodes and Brundrett, 2008) in England. Most Deputy and Assistant Headteachers are expected to continue their journey into Headship within schools. This expectation rests on strong assumptions about role progression, aspiration, and performance development which may not hold.

Headship appears to be no longer the preferred choice of many Deputy and Assistant Headteacher (Chagger, 2014; Denholm, 2017; Oplatka & Tamir, 2009); hence, a national Headship shortage was declared by Professor John Howson. Howson (2011) also reported a rise (28%) in Headteacher roles being re-advertised nationally, along with an increase in the re-advertised Headteacher roles in the West Midlands (37%). A reluctance to apply for the Headship role could indicate a regional lack of readiness or desire for Headship when considering Headship as a future career. The study of Headteachers’ lives using narrative study has revealed crucial insights into their career journeys and life histories. Ribbins (2003) developed a framework reflecting the different career stages of Headteachers. The stages included Formation (socialisation and skills development), Accession (settling in and developing the role), Incumbency (role mastery), and Moving On (next steps in the career journey). Schein (1971) examined the career stages, phases, and organisational structures within American organizations. The study highlighted the importance of the socialisation experiences of employees along with the structural, hierarchical, and departmental boundaries which can limit or enhance the movement of employees within the organization. Putnam (2000) investigated social relationships within American civic society and identified two types of social capital within relationships that can limit or build relationships. Bonding social capital is based on tight-knit relationships where reciprocity and trust are core elements. The commonly shared values and norms mean that it is difficult for those outside the bonding relationships to enter. However, bonding social capital involves a high level of personal social investment and support within particular groups. Bridging social capital is the type that establishes connections across different groups and not just within its group. Both types of social capital have their benefits. The main distinction is that bridging social capital is outward orientated and bonding social capital is inwardly orientated, which can limit future growth and new relationships. This study draws on literature from Schein (1971), Putnam (2000), and Ribbins (2003) when framing the research and sought to answer the following questions:

Research Question 1: What are the views of current Deputy and Assistant Headteachers in Birmingham on the current role and experience of “being a Headteacher”?

Research Question 2: What are the views of current Deputy and Assistant Headteachers in Birmingham on their own career trajectories?

Research Design

The research aimed to find out how Deputy and Assistant Headteachers understand their careers and the opportunities that are open to them. The foundation of this approach is linked to the belief that there is a reality for each individual, which has meaning and value to their world (Crotty, 1998). Crotty’s (1998) knowledge framework was used reflecting a constructionist epistemological worldview. This worldview accepts that there will be multiple realities combined with the subjective perspectives of the individuals when an interaction occurs within their contexts. The research was, therefore, interpretative, which left the question of how to uncover Deputy and Assistant Headteachers’ thinking. The approach emphasised the importance of social, cultural, and historical contexts: in framing participants’ knowledge construction and understanding the consequences of how participants have constructed their beliefs about their life-worlds.

A mixed methods approach (mainly qualitative) was used within an explanatory sequential design (Creswell, 2014; Maxwell, 2012). The mixed methods approach allowed for methodological triangulation. The survey was designed to obtain profile information about the aspirations and the current career stage of their senior leadership journey. The survey questions for the Phase 1 stage drew from Hayes (2005) study about senior leadership career decisions. It was developed to obtain further profile information (gender, ethnicity, tears as a classroom teacher, NPQH status, and plans for Headship) that informed the Phase 2 stage of the study which used semistructured interviews. The semistructured interviews combined Ribbins’s (2003) and Oplatka and Tamir’s (2009) life history questions along with questions that I added pertaining to the unique features of Headship along with the experiences within their career trajectories. The approach involved collecting and analysing quantitative data as part of the first phase of the study, which was a survey that was sent to 100 Deputy and Assistant Headteachers after identifying 79 secondary schools in Birmingham. Every fourth school was selected with the assumption that every school had at least 1 Deputy and 1 Assistant Headteacher. Fifty-seven percent of surveys were returned and analyzed, and the participants who were interested in taking part in the Phase 2 stage of the study were contacted. The Phase 2 stage was qualitative (semistructured life history interviews which allowed for emerging themes to be unearthed. Fourteen Deputy and Assistant Headteachers were interviewed (see Table 1), and all were over 35 years of age.

Table 1.

Deputy and Assistant Headteacher Profiles.

Participant	Years in the role	Gender	Ethnicity	Leadership profile
AH 1	<5 years	Female	White	Bonder
AH 2	>5 years	Male	White	Bonder
AH 3	<5 years	Male	White Irish	Bridger
AH 4	>4 years	Female	White	Bonder
AH 5	<5 years	Female	White	Leaver
AH 6	>8 years	Female	Asian/British Asian	Bonder
DH 1	> 8 years	Male	White	Bridger
DH 2	>9 years	Female	White	Bonder
DH 3	>15 years	Female	White	Bonder
DH 4	<5 years	Female	White Irish	Bridger
DH 5	>5 years	Female	White	Bonder
DH 6	<5 years	Female	White	Bonder
DH 7	>5 years	Female	White	Bridger
DH 8	>5 years	Female	Asian/British Asian	Bridger

Research Findings

In analysing the research data, eight central themes were identified (Figure 1), all of which influenced the career aspirations and the career decisions made at that time.

Figure 1.

Influences and challenges to the aspiration of a senior leader.

The interview findings revealed that the perception of the Headship role (A) could affect the decision-making process within the career trajectories of senior leaders. Positive and negative experiences of Headship can lead to Deputy and Assistant Headteachers declining or moving toward Headship. The bonders had invested in relationships (B) with the students and their colleagues, which was highly valued, whereas the Bridger Deputy and Assistant leaders perceived making new social connections as a crucial part of their role. The senior leaders’ attitudes toward autonomy and accountability (C) affected the type of role that they wanted to work in. For example, many bonders were content with the level of autonomy that they had experienced, and some experienced the Headship role as one that was limited concerning autonomy.

Furthermore, accountability associated with the Headship role compared with the Deputy and Assistant Headship role was linked to career risks, especially if the school was underperforming. The perspective was different for Bridgers who were not risk-averse and more outward orientated in the role. The bonders had a preference to stay in their current role and did not perceive Headship as an attractive next step. The Personal life and health of the Deputy and Assistant Headteachers (D) was a common consideration to the Deputy and Assistant Headteachers interviewed. The different perspectives meant that some had embraced and accepted home working on the weekends where sacrificing personal time was part of the role. The Bonder Deputy and Assistant Headteachers had challenged this expectation and managed to achieve a work–life balance that was in line with family commitments and what they could personally and professionally handle. All of the seven themes identified impacted on the career decisions (E) made regarding role aspiration, personal career values, and the professional impact made within those career trajectories (F). The findings identified further factors that could pose challenges to the aspiration of the senior leaders (G). These include cultural barriers to race, class, and gender. Physical, emotional, and transitional barriers are associated with whether an employee fits and is socialized successfully into the organisation and has inner confidence and resilience to aspire within the role.

Social and Cultural Capital

Social and cultural capital concepts were introduced mainly by Bourdieu during the 1970s and 1980s, and Putnam during the 1990s (Putnam, Leonardi, & Nanetti, 1994). Bourdieu’s perspectives on social and cultural capital are related to class, the economy, and the impact of these networks in the community. These studies along with other cultural capital research has become the foundation for understanding types of social capital and the different contexts in which it is utilised.

Social Capital: Bridger and Bonding

The interview data were placed within a social capital framework. Putnam (2000) described two forms of social capital when considering social relationships in the community. Bonding social capital is developed in tight-knit social groups where there is an emphasis on reciprocity and trust. This network is vital for individuals who see their future as lying within that group, for example, family, church, and community groups. Bridging social capital is developed when individuals belonging to different social groups draw their value from their ability to make connections between these groups. These individuals are more likely to see their future as lying beyond any one particular social group of which they are a member. Social and cultural capital can “open doors” and help stakeholders (teachers, students, parents, governors, and the community) to thrive. In the same way, the misuse of social and cultural capital can result in “closed doors,” social and professional isolation, and unfair practices from groups that share the same ethnicity, cultural, and professional backgrounds. Analysis of the interview transcripts suggested that the Deputy and Assistant Headteachers could be described as primarily “Bonders,” ‘Bridgers, or “Leavers” (Table 1). The characteristics of the Bonders related to building and maintaining the internal relationships within the school at an operational level, whereas the Bridgers reflected both strategic and operational approaches with regard to both the external and internal relationships and processes within the school.

Current Role and Experience of Headship—The Bonders

The Bonders had experienced a level of freedom in their roles where they were responsible for a range of responsibilities, which made the role stimulating and enjoyable. There was also a sense of autonomy in that the Bonders were able to manage their remit in supporting the school under the watchful eye and trust of the Headteacher. There seemed to be a consensus that the Headship role was not one that embodied role freedom, but one that could be potentially limited in role autonomy and decision making within the role. They had an admiration for their Headteachers and a commitment to their role, which seemed to impact upon how they perceived their role, especially in wanting to support the Headteacher’s objectives even if it meant extending their working hours to get the job done. It seemed that the Bonders favoured the balance of autonomy within their role combined with a level of accountability and professional compliance that suited their career and personal needs. Even though Headship was perceived as the ultimate position in the career journey of a teacher, there seemed to be reservations about the role; for example, AH 4 (Bonder) stated,

For me, it’s a no-no. I tend to be a people person I think, and a character flaw in me, probably, is that I like to be liked too much, and I think heads are a very isolated position.

The Bonders seemed to draw on caution or tension toward the Headship role from their personal experiences of being a Deputy or Assistant Headteacher. The cautiousness could have been the result of what they had witnessed in the professional and personal lives of their current or previous Headteacher, and their perception of what autonomy and accountability meant to them. Earley and Bubb (2013) reported similar results relating to the high pressures in the Headship role, while Oplatka and Tamir (2009) suggested that the challenges experienced in the Headteacher’s role (e.g., poor work-life balance and role pressures) had impacted upon the desire for female Deputy Headteacher decisions to aspire to Headship. The Bonders referred to Headship as a role which was highly accountable with limited role freedom. According to one of the Bonders,

As a Headteacher there is a lot of responsibility to carry on your shoulders. It’s not a very nice job ((laughs)), and it’s thankless. (AH6)

These findings concur with research into the lives of Deputy Headteachers (Draper and McMichael, 1998; Hayes, 2005) who refer to the Headship role being perceived as an isolated position with a negative role perception. All of the Bonders (AH 1, AH 2, AH 4, AH 6, DH 2, DH 3, DH 5, DH 6) felt that the Headship role was not one that suited their character and career objectives. There was an indication that they would not be confident in this role, albeit that there was a consensus that teaching students were an essential part of the role. The findings also support previous research based on career trajectory experiences drawing correlations with research on career anchors (Schein, 1978), self-efficacy (Bandura, 1997), and discrimination which are essential drivers or inhibitors in career journeys (Powney et al., 2003).

Current Role and Experience of Headship—The Bridgers

The Bridgers perceived the Headship role as the ultimate role in the career trajectory of a teacher and Headship was their next step. They seemed to have a clear understanding of the Headship role and perceived themselves as having the ability and talent to become an educational figurehead. The Bridgers seemed to have a closer relationship to the Headteacher, which probably gave them more insight into the role and government expectations. The findings support the research on the importance of the Deputy and Headteacher having a close relationship (Matthews and Tong, 1982; West, 1992; Doring, 1993; Jayne, 1996). There was an acknowledgement that the Headship role was not an easy one, but it was a role that was achievable with the right attitude, focus, and the connection to the right networks. Headship was perceived as a role that was able to steer the direction of the school. The essence and status of leading and managing a school seemed to be a motivator for the Bridgers. Emphasis was on what could be achieved within the role, being the figurehead, imparting influence and change for the benefit of the young people. According to AH 3 (Bridger),

The key thing is to be part of something that makes such an impact, to be part of something that enables people to grow, to be really influential in that process is a huge gift. I think that’s what would pull me towards the passion of ensuring the best, and that’s not saying that I know the answers, but I will hopefully know enough people that can make things happen, the can-do approach.

Another Bridger (DH 7) said,

I think I was really lucky I was grown into it very successfully by my past Head. She got me ready, so it never felt like a huge leap and she protected me and built me through this, in that first year or two of Assistant Headship so it wasn’t daunting and allowed me to grow and experience as I was ready, instead of throwing the whole lot at me so I was grown quite gently and she then got me ready to go on to Deputy Headship. I think she gave me enough experiences at Assistant Headship to then take the steps to Deputy Headship relatively easily.

These findings reflect how important the Headteachers’ role is when considering the career paths of leaders (Blackmore, Barty and Thomson, 2006). The NCTL (National College for Teaching and Leadership) does not use the terms Bridgers or Bonders to describe the characteristics of senior leaders, and it does not refer to the concepts of social capital and how it is utilised in the roles. An examination of the nature of leaders might help to identify roles that fit or are compatible with the character and values of aspiring leaders.

Current Role and Experience of Headship—The Leavers

The Leaver was experiencing challenge and dissatisfaction within the role. It was a new remit that involved managing the behaviour of the students. Limited training had been given and the day-to-day expectations of the role had affected the Assistant Headteacher emotionally and physically which resulted in the resignation from the role:

I haven’t had training for behaviour or for SEN (Special Educational Needs). . . . Publicly, certainly I’d have confidence, most of the time I’m fine, but still, there are situations where I’m out of my depth. . . . I’m a perfectionist, and I like to do everything really brilliantly well, which is not possible in this sort of job. And therefore, when things aren’t brilliant, I take a knock to my self-esteem, on my self-confidence, which is ridiculous, really. (AH5)

The Leaver articulated a similar perspective to the Bonder experiences when discussing Headship. It was an admired role; however, it was not a role that was attractive. The personal experiences of Headship and what was witnessed over the years contributed to the experiences and decisions made in the role.

Career Trajectories

A new framework: Career Stages and Phases of Deputy and Assistant Headteachers

The career trajectories followed similar organisational processes and experiences. Schein’s (1971, 1996) Career Stages and Phases model was influential in understanding the critical phases and stages of careers. The model inspired the creation of the Career Stages and Phases of Deputy and Assistant Headteachers (Table 2). The table incorporates the different stages within the Deputy and Assistant Headship journey combined with social capital concepts (Entry, Basic Training, Reshaping, Refinement, Autonomy, Skill Building/Disorientation, Leveling off/Internal Role Promotion/Promotion to Headship).

Table 2.

Career Stages and Phases of Deputy and Assistant Headteachers.

Leaver	Bonder	Bridger
NEW CAREER CHANGE	ROLE PROMOTION LEVELING OFF (cyclical process)	GRANTING OF TENURE Passing through another inclusion boundary
		PROMOTION TO HEADSHIP
RESIGNATION		ROLE PROMOTION
DISORIENTATIONInternal school management focusGoing through the motionsLoss of career directionDisheartenment/excitementPlanningSocial capital: Limited	SKILL BUILDINGInternal school management focusNew/additional (internal) school roles and responsibilitiesSocial capital: Internal relationships bonding	SKILL BUILDINGInternal and external school management focusNew/additional (internal and external) school roles and responsibilitiesLeadership networkingLeadership socialisationPersonal, local and national visionSocial capital: Internal and external relationship focus–bridging and bonding
AUTONOMYRole masteryActive in staff and student developmentRole challengeSelf-doubt re aspirationRole/Self-reflection	AUTONOMYRole masteryActive in staff and student developmentRole challengeSelf-doubt re aspirationSelf-reflection, role contentment	AUTONOMYRole mastery, self-developmentPersonal vision, role contentmentPersonal and professional expectationsPassing through hierarchical boundariesAccepted role challenge
REFINEMENTLimited Headteacher supportTesting experiences which inform career decisionsStaff confidence/acceptanceRelationship buildingCareer anchor reflectionProfessional strengths reflection	REFINEMENTLimited Headteacher supportTesting experiences which inform career decisionsStaff confidence/acceptanceRelationship buildingCareer anchor reflectionProfessional strengths reflection	REFINEMENTHeadteacher supportSocialisation opportunitiesTesting experiences which inform career decisionsStaff confidenceCareer anchor reflectionProfessional strengths reflection
RESHAPINGDeveloping role (inner confidence)Managing challengeSelf-efficacyTestingCareer reflection and visionProfessional and personal life planning	RESHAPINGDeveloping role (inner confidence)Managing challengeSelf-efficacyTestingCareer reflection and visionProfessional and personal life planning	RESHAPINGHeadteacher talent developmentRole development (inner confidence building and self-efficacy)Managing challengeTestingCareer reflection and visionProfessional and personal life planning
BASIC TRAININGSocialisationGaining staff confidenceLearning the ropesTesting and trainingIndoctrination/trust buildingPassage to the inner inclusion boundary to leadership	BASIC TRAININGSocialisationGaining staff confidenceLearning the ropesTesting and trainingIndoctrination/trust buildingPassage to the inner inclusion boundary to leadership	BASIC TRAININGSocialisationGaining staff confidenceLearning the ropesTesting and trainingIndoctrination/trust buildingPassage to the inner inclusion boundary to leadership
ENTRYRole/School/Values compatibilitySchool vision/career visionExternal inclusion boundaries	ENTRYRole/School/Values compatibilitySchool vision/career visionExternal inclusion boundaries	ENTRYRole/School/Values compatibilitySchool vision/career visionExternal inclusion boundaries

Career Trajectories—The Bonders

The Bonders’ characteristics were demonstrated through relationship bonding within their school community. They were inward-looking, and they invested their social capital within the internal educational context. The social capital of the Bonders was enacted through carrying out the internal training of new staff members, coaching, leading, and supporting the Heads of Year and ensuring that the whole school targets were being met. The relationship elements in the role seemed to support their sense of professional identity. The Bonder Deputy and Assistant Headteachers showed solidarity and a commitment to relationships in the school. The Bonders had achieved an acceptable work–life balance, which affected their emotional management. They were experiencing career satisfaction at that point in their career stage, and they did not want to experience the perceived risks associated with being a Headteacher.

Career Trajectories—The Bridgers

The Bridgers also were experiencing career confidence and role satisfaction. They utilised their social capital in a different way to the Bonders. They utilised their social capital to involve themselves in skill building leadership opportunities reflecting a level of freedom and decision making within the role. They were also involved in building both internal and external relationships (reflecting bridging characteristics) and gaining experience in all areas of school management. There was an acknowledgement that mastery had not been achieved in all areas and there was a desire to learn more. The Bridgers seemed to be motivated by the way in which their current role prepared them to become a Headteacher. They placed a high value on gaining experiences through tasks that lay beyond their current role. The skill-building stage involved working closely with the Headteacher, experiencing career mentoring, attending aspiring leader meetings, and being part of external relationships that were pertinent to the future development of the school whenever time permitted.

Career Trajectories—The Leavers

The study showed that the Leaver followed a similar career pathway to the Bonders in that role aspirations had been experienced, many years had been invested in the role (over 5 years), and a high level of mastery was evidenced. However, the Leaver had arrived at a point in their career where the desire to focus on personal aspirations (relationship and family) became the forefront of their priorities. Although mastery was evidenced in the role, emotionally challenging experiences over a sustained period led to role dissatisfaction. Organisational career plateauing and religious school hierarchical career limitations also meant that the Assistant Headteacher was at the top of their career ladder. The career limitations combined with role dissatisfaction, limited support within the new role combined with balancing work, and family tensions might have led to the Disorientation stage and then the resignation from the role.

This research sheds new light on the perception of the Headship role in that tensions exist in the conceptualisation of the current Headship role. It appears that the “experience” of autonomy seems to decrease, while accountability increases when considering the career trajectory to Headship. The choice not to aspire to Headship, therefore, might not be due to the Bonders stagnating within their role, not having the right skill set, or a lack of confidence. It might be associated with a strategic lifestyle decision which involves a desire for some role autonomy at a management level, encompassing regular contact with the students with a level of professional compliance that was manageable to the Bonder characteristics.

Could Headship be a Future Career?

The descriptive data from the 57 survey respondents suggest that the Deputy and Assistant Headteachers shared similar role attributes and experiences, even though they were at different career stages. 19% percent of the Deputy and Assistant Headteachers were interested in Headship while another 37% considered Headship as a possible career option. The findings from the semi-structured interviews reinforced the descriptive data, although it was not generalizable. 5 out of the 14 senior leaders (35.7%) were interested in Headship (semistructured life history interviews), and 43.9% of the Deputy and Assistant Headteachers (survey) were not interested in Headship. 65% reinforced this finding in the semistructured life history interviews. Many in this group had personal caring responsibilities such as looking after the children or caring for a parent. The desire to move into a higher career role with additional expectations and responsibilities was not deemed as a suitable career option at that stage in this group’s career trajectories.

Discussion and Conclusion

This empirical study set out to investigate the career trajectories of Deputy and Assistant Headteachers in secondary schools in Birmingham, England. It have been unique in obtaining firsthand accounts from this group of educators and applying the experiences and perspectives to a tentative new career stages and phases framework for Deputy and Assistant Headteachers. New insights and understandings can, therefore, be unearthed from this narrative approach into the lives of 14 senior leaders. The study of the careers and lives of the senior leaders has revealed different perspectives, expectations, and understandings between how the government and national teaching establishments perceive the secondary school Deputy and Assistant Headship role in comparison to how the role is experienced within the educational context. Race, gender, and class experiences are also factors that can impact upon access to career opportunities, training, and aspiration (Campbell-Stephens, 2009; Coleman, 1996; Coleman, 2012; Jacullo-Noto, 1991; Pritchard, 2010; Wyatt & Silvester, 2015). It has been essential to consider that the nature of the context, the nature of how policy impacts upon different contexts, along with the nature of the role, will all yield different and enlightening individual experiences that result in the career decisions made. The decisions that Deputy and Assistant Headteachers make within their career life course depends on their story, which is made up of their experiences (personal and professional), characteristics, confidence levels, values, beliefs, career, and personal motivations. Career and personal motivation can be influenced or affected by how both positive and negative experiences are reacted to and interpreted. A Deputy or Assistant Headteacher might have reached the decision that they are satisfied in their career and role, due to an understanding of their characteristics, their past experiences, their current experiences within their role, and the professional and personal influences, for example, family members, teachers, and Headteachers. Alternately, a Deputy or Assistant Headteacher might be highly driven in their career due to overcoming challenges and experiencing positive experiences, along with career and personal support. Therefore, the Bonders, Bridger’s, and Leavers will tell a different story based on their previous and current situations and influences.

The findings suggest that the Deputy and Assistant Headteacher career experiences of socialisation, the experience of Headship, and the perspectives of the day-to-day lived role impacts upon the future career decisions made. This combined with personal aspirations, commitments, and the nature of the Deputy and Assistant Headteacher concerning relationships and how they believe they can best utilise their social capital can be deciding factors on whether they stay, leave or move up the career ladder. Schein’s (1971) career stages and phases framework have been vital in helping to understand the structural and psychological processes that take place during different career stages. Insights into the career boundaries highlight the tangible (day-to-day role) and intangible processes (entrance into the “inner boundaries,” relationships, trust) that can become enhancers or barriers within a career. Tangible and intangible processes, combined with the concept of social capital and how it is utilised by Deputy, Assistant Headteachers, and the Headteacher, provide insights into different relationship types and investment given to them. This is the first time that Putnam’s (2000) “Bridger” and “Bonder” distinctions have been used to explore the career trajectories of Deputy and Assistant Headteachers in secondary schools in England. This study allows us to deepen our understanding of how social capital is used within educational leadership. It also provides a valuable contribution to knowledge in the field of understanding trajectories toward school leadership.

Currently, the United Kingdom is experiencing an “education workforce and leadership crisis” which spans from the beginnings of the teaching career to the higher echelons of senior leadership. Although the U.K. government is investing in the recruitment, development of training of new teachers, the rate of new teachers (between 1 year and 5 years) leaving the profession is alarming. There could be long-term challenges regarding the identification and development of future school leaders and the stability of the school teaching workforce. The Career Stages and Phases for Deputy and Assistant Headteachers is a tentative model that could help to provide further insights into the relational and organisational experiences within the role. It would also provide opportunities for further research to discover how and why leaders are leaving the profession, staying in their current role and not aspiring to higher leadership roles, or taking the steps to Headship as part of acknowledging the changing professional and personal roles and experiences of secondary school leaders in school leadership and management.

Footnotes

Acknowledgements

The author would like to thank the research participants who shared their career and life history experiences.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

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