Compromised Decisions: How and Why do English Primary School Leaders Navigate Working Flexibly In Leadership?

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Leadership, Race, and Well-Being in Elementary, Secondary, and Postsecondary Education (Table 8)

Abstract

This research examines flexible working and its impact on retaining experienced teachers, focusing on senior leaders in English primary schools. It stems from a personal experience: after 15 years in teaching and leadership, the researcher left a deputy headship due to inflexible working arrangements. Despite UK legislation supporting flexible work, a disconnect persists between policy and practice. Recruitment-focused strategies have overshadowed retention efforts, contributing to high attrition rates. The Department for Education's 2019 strategy highlighted flexible working as a retention tool, yet its application in leadership roles remains limited. Women, who dominate the teaching workforce, often leave between ages 30-39, partly due to inflexible policies. This study addresses these gaps, seeking to identify enablers and barriers to flexible leadership roles.

Author

• Victoria Jane Johnson, University of Staffordshire