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Leadership Talent Identification and Development

Perceptions of Heads, Middle Leaders and Classroom Teachers in 70 Contextually Different Primary and Secondary Schools in England

University of Birmingham, C.P.Rhodes{at}bham.ac.uk

Mark Brundrett

Liverpool John Moores University

Alan Nevill

University of Wolverhampton

This article reports on outcomes from a study funded by the National College for School Leadership (NCSL) designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. Focus groups and a questionnaire were used to secure perceptions of heads, middle leaders and classroom teachers about leadership talent identification and development. Twenty characteristics indicative of leadership talent were identified. Agreement and disjuncture were recorded concerning the importance of characteristics among respondent groups. The implications of these findings for leadership development and succession, in the face of a potential leadership crisis in the UK and internationally, are discussed. The longer-term career planning of staff, the place of needs analysis, self-disclosure and senior leadership decision-making are examined with respect to leadership talent identification and development. The article offers a basis upon which schools can reflect on their role in providing a good training ground for future leaders. School-based changes are recommended so that individual school's longer-term leadership requirements may be better addressed.

Key Words: leadership crisis • leadership • leadership talent • succession management • succession planning

Educational Management Administration & Leadership, Vol. 36, No. 3, 311-335 (2008)
DOI: 10.1177/1741143208090592


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