Abstract

Defining and addressing the professional development needs of school leaders: promoting positive student behaviour

Philip Garner, University of Northampton, United Kingdom

This paper reports on a recently funded study which sought to identify the key themes which support school leaders in promoting positive student behaviour. Widespread concern is being expressed across Europe regarding a perceived increase in cases of unacceptable or anti-social behaviour in schools and its impact on levels of academic achievement. The issue has mainly been interrogated via research and development which has sought to enhance provision at initial teacher level. Yet international studies on ‘school discipline’ indicate that it is the school leader who is the key actor in promoting positive attitudes to learning and behaviour. This paper explores the views of a small group of school leaders, in order to identify specific professional and personal characteristics which appear to be required to promote such conditions. The implications and potential use of these findings for the professional development of school leaders is then considered, using examples drawn from the project.