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Modernizing the School Workforce in England: Challenging Transformation and Leadership?

Helen Gunter

University of Manchester, UK

Steve Rayner

University of Birmingham, UK

Centralized reform in English schools is based on a form of transformational change that we argue is unable to deliver in the ways demanded by reformers. Drawing on a government-based study of the school workforce and workload in English schools the article argues that the form of transformation evident in policy documents, training and reform strategies is based on a highly normative and noneducational form of change which is about securing reform. The emphasis is on a form of elitist leadership which remains so even though hybrids such as distributed leadership are being popularized. An alternative discourse and approach is in play, and the article examines a socially critical form of transformation which needs to be taken into account when changing professional practice, because working for change is longer term, inclusive, open ended yet more substantially transformative. Here leadership is educational, communal and socially relevant to learners learning with teachers.

Key Words: change • educational leadership • professional practice • transformation • workforce reform

Leadership, Vol. 3, No. 1, 47-64 (2007)
DOI: 10.1177/1742715007073066
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