MODELOS DE DESINSTITUCIONALIZACIÓN

The method selected for this study commenced with the recognition that I was an inside researcher. Furthermore my role as headteacher placed another dimension to the methodology of an inside researcher. In selecting this approach I was aware that, as an inside practitioner, this study could contribute to the theory of leadership within an educational setting. My own interest and experience of leadership and developments that impact on student learning provided a platform for researching the role of middle leaders further. The benefits of having some understanding and experience of different leadership constructs as a practitioner supports further my role as headteacher researcher.

57

It can be argued that practitioner research can play a key role in the implementation and evaluation of educational reforms. Cochran-Smith and Lytle (2011) argue that practitioner research is instrumental in questioning fundamental assumptions about teaching and learning. They propose that university based research has been relied upon too heavily to create a knowledge base for teaching and that those with the direct responsibility for educating children have become disenfranchised. Their argument to redress the balance is to develop a different theory of knowledge for teachers that includes and values inquiry by teachers themselves. This would recognise teacher research as an important contribution to knowledge about teaching (Cochran-Smith & Lytle, 2011).

A working definition of teacher research that reflects the rationale underpinning my own practitioner research is:

Systematic and intentional inquiry carried out by teachers. (Cochran- Smith & Lytle 2011, p7).

The term ‘systematic’ is specifically referring to an ordered way of gathering information and making written records of the evidence collected. The second term ’intentional’ emphasises that teacher research is planned rather than spontaneous. Finally, the term ’inquiry’ refers to teacher research generating questions or interpreting and making sense of teaching experiences. In this way teacher research can play a role, along with university based studies, in the formation of the knowledge base for teachers. Furthermore teacher research has the potential to contribute significantly to ‘a way of knowing’ in local communities and beyond (Cochran-Smith & Lytle, 2011).

There is a convincing argument for teacher researchers making their contribution to school based empirical studies. This is supported by the British Educational Research Association (BERA 2014) who makes the strong case for:

The development, across the UK, of self-improving education systems in which teachers are research literate and have opportunities for engagement in research and enquiry (BERA, 2014, p7).

The BERA report (2014) goes further and outlines a vision for developing a self- improving education system that is underpinned by a research- rich culture. The rationale given is that this will ultimately impact on pupil achievement. The final recommendation is for a variety of leaders, including those in schools, to support the development of research-rich organisational cultures. This sets the context for this study

58

where as a school leader I am conducting research from the inside with the aim of making a contribution to our knowledge about middle leadership in a secondary school. It is recognised that insider research can present challenges but equally can bring about benefits (Coughlan, 2007, Cochran-Smith & Lyle, 1993). In this role it is important to gain an understanding of being an insider researcher. Having a pre-understanding of the school including the structures, local terms and language is considered a benefit. Coughlan includes the ‘knowledge of everyday life’ and ‘critical events’ (Coughlan, 2007, p296). He claims that this enables the inside researcher to ‘see beyond the objectives that are window dressing’ (Coughlan, 2007, p296). This has implications for participants interviewed by an insider researcher, as they would be aware of the inside knowledge and understanding of the institution held by the interviewer. However, I am aware that being close to the data being collected can result in the inside researcher assuming they know the answers. There is a need to probe deeper and not just assume you know the information as the insider researcher (Coughlan, 2007).

The research questions posed by an insider researcher are formed using their practice as a teacher or headteacher and their theory and previous research. Cochran-Smith & Lyle, (1993) take this further and claim that theory and practice are not the only basis for the questions that prompt teacher research but, ‘the critical reflection on the intersection of the two’ (Cochran-Smith & Lyle, 1993, p15). This is considered to be an advantage for insider research. The research questions posed for this study are based on a practicing senior leader’s inside knowledge about the development of leadership within the school and from critically reflecting on the literature about different leadership constructs. This is set in context of first-hand experience of national changes in education since the Education Reform Act (1998). I would argue that these are benefits of being an insider researcher.

There is more in the literature about teacher researchers and considerably less about headteachers as researchers. I put forward the strong argument for headteachers to be researchers and make their contribution to the development of leadership in schools. This would again ultimately have the potential to impact on pupil achievement. The methodology for this study is modelled on that of the inside teacher researcher. The study has been systematically planned. There is a clear intention to make a contribution to what we know about middle leaders and their contribution to whole school improvement and questions have been generated in part by reflecting on the knowledge gained from the inside by a practicing headteacher. I fully acknowledge the role of headteacher carries power due to the responsibility that goes with the post. This may present the situation where colleagues, as interviewees, will respond with what they

59

perceive the headteacher wants to hear. The ethical dilemma as a headteacher researcher is to ensure that the roles are distinct. This particularly tests how good you are as a researcher, in order to elicit quality non-biased responses.