WOMEN AND SENIOR MANAGEMENT: AN NUT SURVEY
Introduction
One hundred and forty seven teachers responded to the survey. The survey results were based on a random sample of women teachers, geographically representative of England and Wales. Only 3 per cent of the sample worked as a headteacher, and 14 per cent held deputy headships. 33 per cent of the sample were heads of year or subject heads. The remainder of the sample (50 per cent) was made up of classroom teachers without any additional responsibilities.
Seventy four per cent of the sample had domestic responsibilities of some kind, which was a significant factor preventing some women applying for promotion.
Forty five per cent of the sample worked in the primary sector, 36 per cent in the secondary sector, 7 per cent in the post 16 sector, and the remaining 12 per cent worked in the special school sector.
Summary of findings:
- The challenges of maintaining a work-life balance made it difficult for more than a third of women reluctant to apply for promoted posts (38 per cent)[1]
- When asked for further comments, 16 per cent of respondents said that workload and the problems of combining work and home life was a deterrent to seeking a senior management post[2]
- The importance of other teachers, or members of the senior management team, in supporting a teacher aspiring to senior management was stressed (25 per cent)[3]
- The importance of continuing professional development for women managers was emphasised (14 per cent) [4]
- The inconsistent application of equal opportunities policies in recruitment, particularly to age and gender, was evident in 14 per cent of cases[5]
THE CURRENT SITUATION
Access to promotion
Over half the sample had applied for a promoted post. 23 respondents had made one application for promotion (6 per cent). The most common number of applications was between 3 and 5 (16 per cent), although 3 respondents had made between 10-15 applications.
Of the unsuccessful applicants, the main reasons for their failure were as follows.
20 per cent of respondents did not receive any feedback at all on why they were not appointed . Thios may have consequences for their future professional development.
Although little direct discrimination was described, vague notions of “suitability” can sometimes work to the disadvantage of women. One respondent said that:
“I was told I was very good, and very well prepared, but they thought that the other applicant (male) would be more suited to the job.”
Some respondents perceived direct discrimination when applying for posts. One respondent reported that she was told that “ we needed a man in the post.”.
Similarly, a respondent stated that “the post was given to the only male applicant - with quite significantly less experience or qualifications(by a panel of men).”
Some candidates were given feedback demonstrating stereotypical presumptions about the characteristics of an effective manager. One respondent was told that she was “too nice, kind, thoughtful-too supportive, not hard enough”. Similarly, a respondent reported that “I was told I was too cool and calm, and that I answered ‘like a Deputy Head’.”
Attitudes towards candidates perceived as “older” were often a barrier to promotion, a factor that will be explored later in the report. Fifty three per cent of the sample were aged between 46 and 55, 32 per cent were aged between 31 and 45, and 12 per cent were age 30 or under. Three per cent of the sample was aged over 56. One respondent reported “In every case the other candidates were considered better. They were invariably younger and prettier, although often with less experience.”
Several respondents pointed to the paradox of being told that they had too little experience, but were being denied the chance to gain more experience.
Reasons for not applying for promotion
Of the respondents who had never applied for a promoted post, the biggest reason was a wish for more balance in their life, followed by a lack of desire for any promotion, and a feeling that a promoted post would not fit in with caring responsibilities. Seventy four per cent of the sample had domestic responsibilities.
The National Professional Qualification in Headship (NPQH)
Over half of the respondents (55 per cent) would not consider applying to do the NPQH qualification. 6 per cent were already doing this qualification. There was some lack of awareness amongst respondents about what the NPQH was. 28 per cent of respondents expressed no desire to be a headteacher.
A respondent commented that “my workload is too high already, just to keep my head above water”. Another typical comment was “I have no desire to do more hours than the already long hours I have as a Head of Department”. Time was frequently cited as a factor preventing women from aspiring to promoted posts, and some respondents wished to pursue the NPQH “if time was available”. Many were already studying for other qualifications and did not wish to add to their workload further.
Twenty one respondents stated that they had no desire to be a head. Typical comments were:
“I would not want to move into any senior management position.”
“I’m not interested in the excessive workload that a headship entails.”
“I am not interested in further promotion. My husband is a head teacher and I would not want the responsibility and workload.”
“Life is more important than work.”
“I do not wish to be a head teacher-the hours are too long, the responsibilities too heavy and I would find it difficult to implement current government policies”
“I do not wish to become a head teacher at this time and do not expect my opinions to change…don’t have the time or energy to do it. I am already working evenings and weekends to keep on top of my job”
Composition of the leadership group
Respondents were asked about the gender composition of the leadership group within their school. The survey found that the average number of men in the leadership group was 2, whereas the average number of women senior managers was 1.7. These figures, however, hide some anomalies. Respondents pointed out that:
“The most senior post held by a woman is deputy head of middle and lower school”
“Three males comprise the management team…in a school where the vast majority of staff are female”
“Head of Service is male, the Deputy Head of Service is male, and the Senior Behaviour Support teacher male”
“All the SMT have no children, or no children at home”
Two respondents stated that “The head is male, the other SMT members are female”.
WOMEN TEACHERS AND PROMOTION
Factors accelerating promotion:
The two strongest factors that were seen to aid promotion were training, and the presence of encouragement by a particular teachers, a headteacher or another member of the senior management team.
- Support from colleagues
This was seen as the most significant factor in encouraging women’s desire for promotion. Many respondents described the encouragement they had received from particular individuals:
“I had encouragement by senior management, specifically the head.”
“Good mentoring from senior staff and HOD was helpful.”
“An extremely supportive head and deputy; encouragement from the LEA (particularly the link adviser).”
“I had encouragement and positive feedback from headteacher – to go on courses, and encouragement to apply for posts within the school”
“Encouragement from senior managers at my first school helped me and gave me confidence to further my career”
“Mentoring encouraged me to develop my career. People recognised my skills and encouraged me to go for it and then gave me jobs.”
“Positive ethos of staff development and career opportunities in my current school. An accessible head teacher.”
“Being given the chance by my current (female) head to go from part-time teacher to Head of Department in her brand new school to set up a new department -her willingness to take a risk.
Working for a supportive headteacher who encourages creativity, who focuses on teaching and learning and who values my strengths and allows me to be creative and take risks! Promoting me when I was regarded as YOUNG and believing experience is not everything. Allowing me to gain experience whilst in post and using my energy/vision to make things happen NOW. All this is difficult to quantify.”
“I had a very positive (female) Head of Department.”
(promotion) “accelerated during the 1980s by encouragement from senior staff in inner London.”
“Good supervision, mutual respect and information sharing within the service, while training.”
“I have a very supportive head of department and head of subject who truly appreciate my efforts.”
“Mentoring by senior staff, encouraged by Head to go for deputy head after doing one years’ Acting Deputy.”
“I have had encouragement from the acting deputy, support and encouragement from head, advice of numeracy and LEA adviser.”
“The headteacher has supported my attendance at conferences for research plus release time within school for MA programme.”
The encouragement given to individuals depended largely upon the characteristics of the particular headteacher, as this respondent demonstrated:
“It was suggested by Head One to develop deputy headship skills. I was hindered by Head Three -told me not to apply for the deputy headship as she would not appoint me! (I had no intention of applying anyway!.)”
- Training
62 per cent of the sample said that they would like to attend more in-service training. Continuing professional development (CPD) was seen as important in gaining promotion, especially management training and the NPQH. Early CPD was viewed as particularly important. Training was often encouraged by a particular individual, usually a supportive headteacher. One respondent stated that important factors were:
“Commencing the NPQH; middle management training; women into management training-within first three years of starting teaching; having an acting HOD opportunity 3 years from starting teaching which led to me applying for a permanent HOD post.”
“Encouragement by current headteacher to apply for NPQH. He also has given me the opportunity to develop whole school experiences at SMT level e.g. timetabling, leading the middle management team.”
“I am pushy. I continually develop myself professionally- this is seen and respected by governors, Head and staff. I am positively encouraged to take on secondments (4 to date) to keep myself fresh and motivated.”
Factors hindering promotion
- Lack of encouragement
The lack of support from heads and other staff can be an equally powerful barrier in preventing women from achieving promotion. Inadequate appraisal systems can be a barrier for some:
“No appraisal has hindered development.”
“No support despite 6 self-assessment interviews.”
“Requests constantly ignored or put off, including in Investors in People interviews.”
“Every man for himself. No positive professional review at all, not even thanks! Very poor management!”
Particular individuals were seen as a barrier by other respondents:
(promotion prospects were hindered by)a previous headteacher with whom I found it hard to form a good relationship.”
“Apathy from head of lower juniors.”
“Other staff members actively “groomed” for promotion-my requests were sidelined in preference to others. Once I’d got a curriculum area sorted out (policies etc) it was given to someone else-I’ve only got ICT because no one else wants it!”
“Jealous, authoritative HOD.”
“Unsympathetic head regarding timetabling issues when I opted to be temporarily part-time
a previous bullying headteacher meant I did not apply for threshold during the first round of applications.”
“Head of Faculty (male) dismissed the fact that we needed an Assistant Head of Geography post with 1 responsibility point, that my Head of Department suggested I could do. This is despite the fact that the male Head of Faculty (History) has an Assistant Head of History (male) who is paid one responsibility point. We have 6 GCSE Year 11 groups to History’s 4.”
Lack of mentoring or encouragement was a factor cited by many respondents:
“Lack of money/no encouragement to go on courses/too much cover generated.”
“No (or little) feedback, lack of suggested routes.”
“I have received no encouragement to further my career.”
“Mentoring - I have none.”
“No encouragement whatsoever.”
“No encouragement/development in early years.”
“no encouragement to go on a course; no appreciation of work done.”
A lack of team support could also be detrimental to a woman’s promotion prospects:
“There is the expectation that I can sort everything out leading to long days with no breaks.”
- Lack of training opportunities
The lack of training opportunities, especially information about courses and funding, is seen as a barrier to women’s continuing professional development. Some typical comments were:
“Often information about courses was withheld and not open for consideration by other staff.”
“ There is a lack of staff development, and no encouragement or training at my school.”
(promotion prospects were hindered by) “a lack of good ‘local’ courses.”
“Lack of funding has hindered career development.”
“Not much encouragement from senior management in schools I’ve taught in terms of professional development for staff… In one position, the reluctance to send staff on courses.”
The problem of being employed by a central LEA support service were illustrated by one respondent:
“Neither the school nor authority want to take responsibility for my professional development apart from school in-service. This situation has greatly hindered my career development over the past 10 years. I cannot apply for jobs within the school as I am employed by the authority. The only way I can get promotion is to move from my present school. I do not have the confidence to do this because I feel I am lacking in up-to-date training.”
- Family responsibilities
Having the major responsibility for domestic duties was described by many respondents as a reason why they had not achieved more promotion. Significant factors included:
“Having a child at that ‘crucial’ moment.”
“Career focus altered in my 30s when I had my children.”
“Balancing home/school after having child.”
“Having a child and not wanting to juggle so many aspects of life that job satisfaction is lost.”
“ I was hindered by having two children and my decision to look after them myself. Consideration needs to be given to the needs of my partner and daughter.”
“I have always had family members to care for, elderly relatives or children.”
“Teachers need a life! 65 hours a week is not a full-time job – it is one and a half jobs at least. Until thing ease off, who wants the responsibility?”
“It is nigh on impossible to keep the family together and teach, let alone have posts of responsibility.Child care costs and emotional demands of being a parent make it hard to be a parent of young children and work in the teaching profession.”
“I am a very capable teacher but I do not want a job to be the centre of my universe. My family are more important than my work and I must think of their needs as well as my own. In due course I may aspire to promotion again.”
“There is heavy pressure is put on senior staff to work very long hours to the detriment of home life and family.”
Taking time out of teaching was seen by some as being detrimental to their promotion prospects:
“I had a career break of 11 years to bring up children.”
“I took time out to bring up my family! It means I am now older than people in the equivalent position of much younger males.”
- Lack of confidence
Women sometimes expressed a lack of confidence, for a variety of reasons. The inspection process served to lower women’s confidence. A respondent said that “OFSTED was very damaging for my self-confidence”.
- Time/workload
This was seen by some teachers as an issue preventing women applying for promotion, alongside domestic responsibilities. Problems included:
“A lack of time to take on new initiatives in education as well as personal career initiatives.”
“Hindered by lack of funding and too much paperwork. I am exhausted and worn out!”
“Only hindered by the lack of time and the pressure of teaching today.”
- Equal Opportunities issues
Direct discrimination on the grounds of gender was rarely reported, but many respondents felt that their age was a barrier to promotion. Some believed that they were perceived as too old, or alternatively too young, to gain promotion. Typical comments are below.
“The governors were keen to have a ‘young, dynamic male’ as next headteacher.”
“I applied for headship in school where I have now been acting for almost a year, despite the fact that all staff parents and heads from the cluster felt I was most suitable for the job, a young deputy head got it, he was male.”“A male head who is unable to cope with ambitious women … has made me feel uneasy at times to develop my career.”
“There is an unequal distribution of responsibilities at senior management level and ineffective equal opportunities policies in schools.”
“At 51, I presume I am too old. I am also female -a distinct disadvantage in my current school.”
“Now it is age which is the inevitable hurdle.”
“Being over 40 is seen as a problem.”
“I became aware of ageism in the profession despite being told by colleagues that I have the personal qualities, experience etc that would enable me to secure a promoted post.”
“My age is a barrier (29)! “
“I am possibly too old.”
One respondent stated that:
“In my current post with a male head, promotions (e.g. KS Co-ordinators) are made by qualities other than gender. We have also had a female and male deputy head, appointed on merit.”
- Subject/ employment areas
Some areas of teachers’ work were seen as a barrier to promotion.
“The profile of subject (Drama) is a constant battle. It needs to be seen nationally as a very important subject at all Key Stages.”
“Deaf education is a fairly small area of education.”
“My experience, enthusiasm and commitment to working with travellers has both helped and hindered in my career development. I gained advisory teacher status because of these attributes but my attempts at becoming a team leader/ co-ordinator were hindered by them because the LEA seems to view travellers as political “hot potato” and doesn’t or didn’t want difficult questions asked about equality of opportunity for travellers.”