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CHAPTER FOUR: HEADTEACHER PERSPECTIVES

Overview of Chapter

4.1 This chapter focuses on the early findings generated from 24 headteacher telephone interviews across 6 LAs. The majority of these (14) took place in secondary schools. These interviews were undertaken relatively early in the study, with a view to exploring the importance of the DtS leadership function in schools and to further shape research materials for the case study visits. An overview of the key findings to emerge across these interviews is detailed in Appendix C (page 113). Statistical representation is not possible, given the relatively small numbers involved. For the same reason, findings have not been separated out by school sector - special, primary or secondary - but have been reported as key themes which emerged across all schools.

4.2 The chapter also details the key findings derived from a headteacher web-survey. It was intended that all headteachers across Scotland would be invited to take part in this survey. However, no central database existed which contained school or direct headteacher e-mail addresses. In total, 2703 e-mail addresses from all Scottish schools were accessed, leading to 811 responses (30%).

4.3 Chapter conclusions are based on the combined findings of these research tools, to offer an overview of headteachers' perceptions of DtS.

Overview of Head Teacher Telephone Interviews

4.4 There are 2 tables of findings in Appendix C (page 113). The first of these presents DtS 'input' measures and results, while the second contains DtS 'outcome' measures and results. This separation of findings was undertaken to draw a distinction between the planning, organisation and activity-based elements of DtS (the 'inputs') and the perceived changes in attitudes and behaviours, especially in relation to the 7 enterprise-related themes (the 'outcomes'). These were: working with others; personal effectiveness; problem solving / creativity; communication; approach to learning; confidence; and life beyond school. These findings are summarised separately, below.

Summary of DtS-Related Input Measures

4.5 There was strong school awareness of DtS across all schools interviewed

• there was significant school activity noted in relation to DtS - this included heightened planning and pupil 'ownership' of school-based events; an increase in 'make and sell' activity especially in primary schools; greater focus on pupil involvement in the management of the school, through e.g. pupil councils; different emphases on skills development within the classroom setting such as working in groups, presenting to others and encouraging pupils to lead on their own learning
• there was a noted increase in CPD-related activity which was connected to DtS. Some of this was focused on learning about different teaching and learning styles
• DtS was generally very positively received by all headteachers
• headteachers felt that their schools had progressed in their thinking about the value and operation of DtS, such that it was not perceived to be an 'add-on' to the existing curriculum
• there was evidence of heightened stakeholder engagement since DtS ( e.g. local businesses and the local community) but less clarity on the strategic intent of such relationships
• some headteachers noted that DtS forms part of a wider 'move' to improve the educational 'offering' across Scotland. They viewed DtS as acting as a catalyst to promote and enhance efforts in areas such as Health Promoting Schools and Integrated Community Schools
• no schools had in place formal monitoring or evaluation mechanisms, with which to measure DtS-related progress.

Summary of DtS-Related Outcome Measures

• Headteachers provided clear definitions of DtS and tended to share a vision for what DtS can achieve for schools and pupils. Key themes here were: pupil focus; encouraging a 'life beyond school' focus and valuing pupil achievement as much as attainment
• while DtS was believed to facilitate achievement and attainment, there was no clear evidence which headteachers could point to, to demonstrate this
• DtS was felt to impact most obviously on pupil enthusiasm, confidence and engagement with the school and learning
• all headteachers agreed that the proposed 7 themes which underpin DtS were helpful in exploring its component parts
• they also believed that DtS had supported pupil development across these 7 themes, especially in communication and working with others
• the theme of 'approach to learning' was felt to have impacted most clearly on teaching staff, by encouraging more reflective thinking on how teaching and learning styles affect individual learners
• DtS was felt to have a very positive effect on the school environment, with influences on school ethos and pupil engagement / motivation.

Overview of Issues to Emerge from Headteacher Telephone Interviews

4.6 DtS was viewed very positively by headteachers. Views tended to indicate that pupil engagement and the development of a healthy school ethos were heavily influenced by teaching styles and teacher commitment to the DtS strategy. There was almost unanimous support for the value of the philosophy / rationale behind DtS but it is still 'early days' to gain a better overview of what DtS has actually achieved, in terms of outcomes ( e.g. pupil attainment, impacts on behaviour, attendance and exclusions). Headteachers also noted the continued need for support in working with and implementing DtS within the school, for effective embedding. It was felt that continued national and LA level guidance and endorsement would be necessary to achieve this, as would monitoring and evaluation mechanisms.

Overview of Headteacher Web Survey

4.7 The headteacher web-survey offers a useful quantitative tool for reviewing headteacher perceptions about DtS. It also allows for tracking over time and therefore allows for useful comparisons of how DtS is being embraced within schools and the general appetite for future commitment to the agenda.

4.8 Table 4.1 below provides an overview of the key issues to emerge from the survey:

Table 4.1: Overview of Findings from Headteacher Web-Survey

4.9 The above findings demonstrate a very positive picture of how DtS is perceived by headteachers and its positive influence on schools and pupils. It is interesting to note that, despite an absence of mechanisms to evaluate DtS impact at school level, headteachers are confident about its impact. With almost 80% noting DtS presence in the school development plan ( SDP) (a national recommendation) this offers a clear signal that DtS is being built into school planning structures. In relation to perceived change - as a result of DtS - across the 7 themes, there is very high agreement among headteachers that DtS has made an impact on these skills, attitudes and behaviours. This ranges from 77% for 'working with others' to 62% for 'personal effectiveness'.

4.10 The least positive results are noted in the areas of business links and partnerships. This theme is explored in more detail in Chapter 4 but it is worth noting that there might be some relationship between what was detailed in Chapter 2 concerning the skills and experience of EDOs and the relative success of school/business partnerships.

Summary Points from Chapter Four

Table 4.2: Summary Points from Chapter 4

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