How Have New Secondary Headteachers in Scotland Formed and Enacted Role Conceptions of Headship in Response to the Covid-19 Pandemic?

Abstract

For new headteachers appointed around the time of the Covid-19 pandemic, many of the newly-required duties associated with school leadership were likely to be incompatible with their pre-appointment role conceptions of headship. This paper draws on the findings of a study which sought to: consider if - and, if so, in which way(s) - role conceptions of secondary headship in Scotland have changed due to the pandemic; and identify, describe and understand any supportive factors which allowed inexperienced headteachers to effectively enact these modified role conceptions, and thereby navigate associated flux and uncertainty. The paper explores potential future risks and challenges which may arise as headteachers lead school communities through an uncertain post-pandemic landscape of proposed transformative change. Recommendations which may mitigate these risks and challenges are made at the conclusion. The study - the findings of which form the basis of this paper - utilised a case-study design, involving collection and analysis of qualitative data through semi-structured interviews with three secondary headteachers appointed to roles within the same local authority area around the time of the Covid-19 pandemic, underpins the study.