View in EDS HTML Full Text PDF Full Text

Factors Influencing a Secondary School Physical Education Teacher's Role as a Pastoral Head of Year

Saved in:
Bibliographic Details
Title: Factors Influencing a Secondary School Physical Education Teacher's Role as a Pastoral Head of Year
Language: English
Authors: Burrows, Adam (ORCID 0000-0002-2922-9808), O'Leary, Nick (ORCID 0000-0001-9597-522X)
Source: Pastoral Care in Education. 2019 37(4):316-330.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Physical Education Teachers, Secondary School Teachers, Socialization, Early Experience, Educational Experience, Work Experience, Leadership Role, Student Welfare, Teacher Student Relationship, Middle Management, Foreign Countries, Student Development, Parent Teacher Cooperation, Time Management, Caring
Geographic Terms: United Kingdom (England)
DOI: 10.1080/02643944.2019.1665092
ISSN: 0264-3944
Abstract: Utilising the occupational socialisation theoretical framework, this United Kingdom based case study explored how a secondary school physical education teacher fulfilled the head of year role and what childhood, university and on-the-job experiences influenced execution of this role. Data were collected from interviews, lesson observations and a self-reflective journal. Inductive data analysis and constant comparison identified that the participant attempted to be an 'administrative finisher' and 'empower' staff, parents and pupils. These aims were influenced by the de-prioritisation of physical education, a desire to retain control of administrative situations, and the influence of past and present teachers. To overcome the issues that the dual roles of head of year and subject teacher present, it is recommended that a 'timetabled' period at the beginning and/or end of the day be utilised for important head of year tasks, and greater formal responsibility is given to the assistant head of year. The findings of this study suggest further research possibilities. Firstly, there is a need to examine the influence of teaching other subjects whilst undertaking the head of year role. Secondly, investigating the impact of childhood and university socialisation upon teachers' fulfilment of other pastoral and/or leadership roles such as head of department, deputy head or head teacher appears warranted.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1234828
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFd7Mnq588kq6Nx4mEDDCUoAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDHqhcR6-F_P0qoY6-AIBEICBm8375ecd8tSlcx0UssZYd5FMQITDVa0b51kdckGjkl7U8XlOcvfEvm6E36slV0pXirLddopw3_H2IdkabYJvHU4TiC8GeQ_78bQzQiSF5iEYYAlY-b-WUQbFEq6xyI2Rl60Ox2lXcYvN-OhdmdjRaTs-kP_aVP_R7sltWhx9E2W8H031paV-AIslyN1_982oeorxnGXiPEp0X9GK
Text:
  Availability: 1
  Value: <anid>AN0139742127;bru01dec.19;2019Nov21.02:13;v2.2.500</anid> <title id="AN0139742127-1">Factors influencing a secondary school physical education teacher's role as a pastoral head of year </title> <p>Utilising the occupational socialisation theoretical framework, this United Kingdom based case study explored how a secondary school physical education teacher fulfilled the head of year role and what childhood, university and on-the-job experiences influenced execution of this role. Data were collected from interviews, lesson observations and a self-reflective journal. Inductive data analysis and constant comparison identified that the participant attempted to be an 'administrative finisher' and 'empower' staff, parents and pupils. These aims were influenced by the de-prioritisation of physical education, a desire to retain control of administrative situations, and the influence of past and present teachers. To overcome the issues that the dual roles of head of year and subject teacher present, it is recommended that a 'timetabled' period at the beginning and/or end of the day be utilised for important head of year tasks, and greater formal responsibility is given to the assistant head of year. The findings of this study suggest further research possibilities. Firstly, there is a need to examine the influence of teaching other subjects whilst undertaking the head of year role. Secondly, investigating the impact of childhood and university socialisation upon teachers' fulfilment of other pastoral and/or leadership roles such as head of department, deputy head or head teacher appears warranted.</p> <p>Keywords: Pastoral; middle management; head of year; occupational socialisation; physical education</p> <hd id="AN0139742127-2">Introduction</hd> <p>The White Paper 'The Importance of Teaching and Learning' (Department for Education (DfE), [<reflink idref="bib14" id="ref1">14</reflink>]) highlighted that effective pastoral care in United Kingdom (UK) schools considers pupil's mental and physical health, enjoyment, safety and their academic achievement. In attempting to achieve such objectives, a healthy balance needs to be sought 'between the pressures to raise standards of attainment and the responsibilities to meet the broader needs of young people' (Jones, [<reflink idref="bib21" id="ref2">21</reflink>], p. 64). The multi-faceted nature of such pastoral care has resulted in the Head of Year (HoY) role being described as the 'engine room of the school' (Purdy, [<reflink idref="bib35" id="ref3">35</reflink>], p. 23) given they are responsible for the academic attainment and welfare of 1-year group of pupils assisted by subject teachers acting as form tutors to a smaller group of pupils.</p> <p>In raising pupils' academic attainment and meeting the wider needs of the individual child, Nathan ([<reflink idref="bib28" id="ref4">28</reflink>]) identifies four key HoY roles. Firstly, the need to provide a positive learning environment that motivates pupils to learn and develop their social capabilities. Secondly, the HoY should provide positive leadership for pupils and form tutors focusing on learning, achievement and developing the self-worth of both pupils and staff. Thirdly, the HoY is required to manage pupil progress and behaviour. This involves regular monitoring of academic targets and behavioural issues, managing rewards and sanction policies, and liaising with a range of appropriate 'external' agencies such as parents, educational welfare officers and educational psychologists. Finally, the HoY should co-ordinate year group assemblies and events that consider pupils' personal, spiritual, moral, social and cultural development (Nathan, [<reflink idref="bib28" id="ref5">28</reflink>]).</p> <p>In fulfilling the four key HoY roles identified above, two 'best' practice inter-related principles should be adopted (Barrowcliff, [<reflink idref="bib2" id="ref6">2</reflink>]; Bragg, [<reflink idref="bib6" id="ref7">6</reflink>]; Carline, [<reflink idref="bib9" id="ref8">9</reflink>]; Hornby, [<reflink idref="bib18" id="ref9">18</reflink>]; Nathan, [<reflink idref="bib28" id="ref10">28</reflink>]; Purdy, [<reflink idref="bib35" id="ref11">35</reflink>]; Taylor & Robinson, [<reflink idref="bib40" id="ref12">40</reflink>]). The HoY should be well organised and develop effective relationships with staff, parents and pupils. In fulfilling 'the hardest job in the school' (Carline, [<reflink idref="bib9" id="ref13">9</reflink>], p. 17), the ability to complete administrative tasks requires exemplary organisational skills (Hornby, [<reflink idref="bib18" id="ref14">18</reflink>]). The need for effective time management is obvious. Nathan ([<reflink idref="bib28" id="ref15">28</reflink>]) argues that the HoY must be able to recognise the differing nature of tasks requiring completion. Urgent and important tasks need to be completed (almost) immediately. Tasks seen as important should be completed as soon as possible (Nathan, [<reflink idref="bib28" id="ref16">28</reflink>]). Acknowledging the wide-ranging nature of the four HoY roles, and that urgent and important issues do arise, indicates the HoY cannot complete all the required tasks independently.</p> <p>Encouraging and, in some cases, authorising staff, parental and pupil involvement in the four roles of the HoY may reduce the workload. It also gives those three groups the right to self-determination and democratic participation in the school (Taylor & Robinson, [<reflink idref="bib40" id="ref17">40</reflink>]). Gaining staff commitment and encouraging them to take part in the decision-making process can be difficult. The HoY must provide input and guidance to their year group tutors to instil confidence in whatever they do (Carline, [<reflink idref="bib9" id="ref18">9</reflink>]). Nathan ([<reflink idref="bib28" id="ref19">28</reflink>]) suggests that the HoY must listen actively to individual staff to foster such confidence, get to know teachers well and be prepared to trust and support staff when delegating tasks to their year group team. Despite such potential difficulties, fostering staff involvement may be more straightforward than encouraging parents to work in partnership with the school.</p> <p>Ensuring parents are active participants in their child's education is problematic yet essential if the guidance process to empower pupils at school and in the home is to be effective (Irving, [<reflink idref="bib19" id="ref20">19</reflink>]). Traditionally parents have existed at the periphery of schooling (Carline, [<reflink idref="bib9" id="ref21">9</reflink>]). They are rarely given an insight into the curriculum or the practice of teaching which could translate into the family environment. While they are given information about their child they are not always given the means to use this information effectively outside the school walls (Irving, [<reflink idref="bib19" id="ref22">19</reflink>]). In attempting to foster positive relationships with parents, Hornby ([<reflink idref="bib18" id="ref23">18</reflink>]) suggests the HoY must possess knowledge of the pupil, the parents, family dynamics and the range of services available to parents. The HoY must be genuine in their relationships with parents and show respect to parents by listening to their concerns. They must be able to sensitively and yet assertively, identify their pupil's strengths and limitations (Hornby, [<reflink idref="bib18" id="ref24">18</reflink>]). However, establishing effective relationships with parents will be largely irrelevant if such relationships are not forged with the pupils.</p> <p>Acknowledging that the teaching profession is not merely a technical or cognitive practice but also fundamentally social, the quality of relationships between teachers and pupils is critical if the former is to influence the latter effectively (Aspfors & Bondas, [<reflink idref="bib1" id="ref25">1</reflink>]; Fan, [<reflink idref="bib15" id="ref26">15</reflink>]). Traditionally, the HoY has been seen largely as a disciplinarian of pupils (Carline, [<reflink idref="bib9" id="ref27">9</reflink>]). While this function still exists, a move to a more child-centred approach to the role appears to have taken place (Department for Education (DfE), [<reflink idref="bib14" id="ref28">14</reflink>]; Hornby, [<reflink idref="bib18" id="ref29">18</reflink>]; Purdy, [<reflink idref="bib35" id="ref30">35</reflink>]). Children need to be given a 'voice' as an ethical and moral practice to provide them with an opportunity to participate in school processes (Taylor & Robinson, [<reflink idref="bib40" id="ref31">40</reflink>]). Discussion between the HoY and pupils will help the latter to take responsibility for their actions and potentially find their own solutions to issues that may arise (Nathan, [<reflink idref="bib28" id="ref32">28</reflink>]). Moreover, those pupils who can be encouraged to talk and listen effectively will engage more positively in school life, while those lacking such social skills will be the voices teachers may not want to hear (Bragg, [<reflink idref="bib6" id="ref33">6</reflink>]). How a subject teacher such as a Physical Education (PE) specialist with HoY responsibilities interacts with their pupils and fulfils the other HoY roles will largely be the result of their previous and current socialisation experiences in education.</p> <hd id="AN0139742127-3">The occupational socialisation framework</hd> <p>Occupational socialisation is all the kinds of socialisation that influence persons to enter the field of PE, and latterly are responsible for their perceptions and actions as teachers (Lawson, [<reflink idref="bib23" id="ref34">23</reflink>]). PE teachers face three stages of occupational socialisation (Lawson, [<reflink idref="bib23" id="ref35">23</reflink>]). Acculturation is the first phase and refers to childhood observations and experiences of education. It has been argued that this 'apprenticeship of observation' (Lortie, [<reflink idref="bib24" id="ref36">24</reflink>], p. 61) means beliefs such as the teacher's role is to tell pupils what to do, become dominant. Such beliefs act as sieves screening out inconsistent perspectives while reinforcing the teacher's consistent view of education (Richards, Templin, & Graber, [<reflink idref="bib38" id="ref37">38</reflink>]). The second phase is professional socialisation. It refers to those values, knowledge and skills deemed necessary and taught by universities to teach children. Organisational socialisation is the final phase and refers to the influence of the on-the-job experiences in learning a specific organisational role (Van Maanen & Schein, [<reflink idref="bib43" id="ref38">43</reflink>]). It has been recognised that while teachers may adopt innovative practices during organisational socialisation, they are more likely, as a result of the 'institutional press' to adopt the school's customary culture and practices (Zeichner & Tabachnik, [<reflink idref="bib47" id="ref39">47</reflink>]).</p> <hd id="AN0139742127-4">Rationale and aims of the research</hd> <p>The purpose of conducting this study was multi-faceted. Firstly, on a general level middle leadership research is limited, particularly with regard to middle leadership itself, as opposed to studies examining such posts as stepping stones to senior leadership positions (De Nobile, [<reflink idref="bib12" id="ref40">12</reflink>]; Thorpe & Bennett-Powell, [<reflink idref="bib42" id="ref41">42</reflink>]). Secondly, research on how teachers with pastoral care responsibilities interpret and exercise their role is minimal (Bennett, Woods, Wise, & Newton, [<reflink idref="bib3" id="ref42">3</reflink>]). Thirdly, while a number of organisational phase factors have been identified as impacting on how secondary school teachers enact the HoY role such as, the need to raise academic standards, fellow teachers, 'external' agencies, the subject taught and the pupils (Crow, [<reflink idref="bib11" id="ref43">11</reflink>]; Nathan, [<reflink idref="bib28" id="ref44">28</reflink>]), the influence of acculturation and professional socialisation on teachers' undertaking this pastoral role is conspicuous by its absence (Barrowcliff, [<reflink idref="bib2" id="ref45">2</reflink>]). For this reason, occupational socialisation provides an ideal framework to examine the influence of PE teachers' educational backgrounds in fulfilling the HoY role. Finally, despite the HoY role being seen as one of the most difficult jobs in UK secondary schools (Carline, [<reflink idref="bib9" id="ref46">9</reflink>]) the role provides a very popular career route for PE teachers (Burrows, [<reflink idref="bib8" id="ref47">8</reflink>]). The unique experiences PE can offer in curricular and extra-curricular settings can encourage close working relationships between pupil and teacher (Bosco, [<reflink idref="bib5" id="ref48">5</reflink>]). The strength of this relationship means PE teachers are seen to have a 'special' understanding of pupils' needs which is crucial in effective pastoral care (McGuire, Cooper, & Park, [<reflink idref="bib27" id="ref49">27</reflink>]). For these reasons, it seems prudent to examine how a PE teacher fulfils the role of HoY and what childhood, university and on-the-job experiences influenced execution of this role. Such a contribution may identify how the significant number of PE teachers with pastoral HOY responsibilities might carry out such responsibilities more effectively.</p> <hd id="AN0139742127-5">Methods</hd> <p>This constructivist-interpretive study underpinned by relativist ontology with a subjectivist epistemology (Denzin & Lincoln, [<reflink idref="bib13" id="ref50">13</reflink>]) sought to explain the practices of the participant teacher and evaluate reasons for such practices (Gall, Gall, & Borg, [<reflink idref="bib17" id="ref51">17</reflink>]). The use of a qualitative single participant case study design (Yin, [<reflink idref="bib45" id="ref52">45</reflink>]) and the occupational socialisation framework (Lawson, [<reflink idref="bib23" id="ref53">23</reflink>]) would provide multiple sources of in-depth data rich in context (Creswell, [<reflink idref="bib10" id="ref54">10</reflink>]) in order to address the purposes of the study.</p> <hd id="AN0139742127-6">The research site</hd> <p>The North-End School (pseudonym), the case study site, is an 11–16 comprehensive school situated in Lancashire, UK. During the research study, the school population was 930. The percentage of girls' on-roll was 52%. Ninety-seven per cent of students speak English as their first language; 3% were eligible for free school meals and 7% had special educational needs. The current school prospectus states that the aims of PE must match those of the school. Pastoral care is the responsibility of the form tutor who is managed by the HoY and Assistant Head of Year (AHoY).</p> <p>The last the Office for Standards in Education (Ofsted) inspection rated the overall effectiveness of the school, achievement and standards, personal development, quality of provision and leadership and management as outstanding (Ofsted, [<reflink idref="bib30" id="ref55">30</reflink>]). The inspection report commented that leaders of pastoral care have an understanding of performance in their areas of responsibility and demonstrate a perceptive awareness of whole-school provision. An interim assessment concluded that standards had been maintained (Ofsted, [<reflink idref="bib31" id="ref56">31</reflink>]).</p> <hd id="AN0139742127-7">The participant biography</hd> <p>The following details of the participant were generated during the initial interview (see data collection methods below). The participating teacher Mark (pseudonym) was 33 years old. Raised in Lancashire, UK, Mark identified that his secondary school HoY was great for him and his brother adding, 'she looked out for us and acted as a motherly figure being firm but fair.' Mark 'enjoyed being part of school teams' and the 'sense of belonging' that sports teams provided. As a result of his childhood experiences of PE and sport, Mark completed a Bachelor of Arts (Honours) PE, Sport and Dance degree with Qualified Teacher Status. He felt he learned a great deal from two PE teaching practice mentors who had great relationships with pupils 'by talking to them like you'd speak to an adult and getting some common ground by listening to them.' Following his university experiences, Mark was appointed as a PE teacher in the North-End School. He has spent 10 years teaching at this school, five as a HoY. He stated the role entails 'looking after the kids, monitoring, recording and reporting positive and negative behaviour and organising his year team.'</p> <hd id="AN0139742127-8">Data collection methods</hd> <p>To produce a reconstructed understanding of the HoY's practices (Denzin & Lincoln, [<reflink idref="bib13" id="ref57">13</reflink>]), three data collection methods were used: interviews, non-participant observations and a self-reflective journal. Data were collected over a 6-month period between June and November 2018.</p> <p>Both researchers are former high school PE teachers with over 30 years' experience collectively. The lead researcher had also assumed a pastoral leadership role for over 10 years and consequently developed a number of professional working relationships and networks with other PE teachers who were also HoY's. The single participant was recruited after responding and agreeing to support the intended research aims. Two semi-structured interviews were conducted by both researchers with the participant in a classroom within the research site (at the request of the participant). The initial interview (II) took place prior to the non-participant observations (NPO). The questions explored the participating teacher's acculturation, professional and organisational socialisation in PE and as a HoY and how the teacher believed they fulfilled the HoY role. The final interview (FI) was developed from the other sources of data. The FI questions sought to ascertain those factors that had influenced how the teacher had executed the HoY role. Unstructured, recorded conversational interviews (UCI) were also used to further obtain the teacher's perspective regarding enactment of the HoY role. They took place after identified observational 'hotspots' (see below). While informal in nature with no predetermined questions, these interviews were not unfocused given the aims of the study provided relevant foci (Patton, [<reflink idref="bib33" id="ref58">33</reflink>]).</p> <p>The purpose of the NPO and subsequent field notes was to allow the researchers to experience how the teacher fulfilled the HoY role (Gall et al., [<reflink idref="bib17" id="ref59">17</reflink>]). Furthermore, it allowed the researchers to compare how the teacher said they would enact the HoY role in other data collection methods and how they did so (Mason, [<reflink idref="bib26" id="ref60">26</reflink>]). Observations consisted of the lead researcher 'shadowing' the HoY for 1 week focusing on agreed 'hotspots' (with the HoY) throughout a 'typical' school day. These 'hotspots' were before school (7.00 am – 9.20 am), break time (10.55 am – 11.10 am), lunchtime (12.50 pm – 1.40 pm) and after school (3.20 pm – 4.00 pm). The use of the 'benchmarks' from identified HoY roles and 'best' HoY practice (shown in Table 1) acted as sensitising concepts during the observations thereby providing an initial focus (Blumer, [<reflink idref="bib4" id="ref61">4</reflink>]).</p> <p>Table 1. Head of Year roles and 'best' practice benchmarks.</p> <p> <ephtml> <table><thead><tr><td>Head of Year roles (WHAT to observe)</td><td>'Best' practice benchmarks (observing HOW roles are carried out)</td></tr></thead><tbody><tr><td><italic>Aims</italic>: 1. Raising pupils' academic attainment 2. Developing pupil's needs (mental and physical health, enjoyment, safety)</td><td><italic>Administration</italic>: time management skills – recognise urgent and important tasks; be flexible</td></tr><tr><td><italic>Provide positive learning environment</italic></td><td><italic>Working with staff</italic>: give guidance, support, actively listen, trust</td></tr><tr><td><italic>Provide positive leadership to</italic>: a. Staff B. Pupils</td><td><italic>Working with external agencies including parents</italic>: possess knowledge of pupil, parents, family dynamics, and resources available. Be genuine, respectful and realistic</td></tr><tr><td><italic>Manage pupil progress and behaviour</italic> (academic targets, behavioural issues, rewards, sanctions, links with external groups especially parents)</td><td><italic>Working with pupils</italic>: be available, know each pupil, give pupils a voice; listen actively, give pupils responsibility</td></tr><tr><td>Organise range of activities to develop pupils personal, moral, social, cultural development</td><td /></tr></tbody></table> </ephtml> </p> <p>1 (Adapted from: Department for Education (DfE), [<reflink idref="bib14" id="ref62">14</reflink>]; Hornby, [<reflink idref="bib18" id="ref63">18</reflink>]; Jones, [<reflink idref="bib21" id="ref64">21</reflink>]; Nathan, [<reflink idref="bib28" id="ref65">28</reflink>]; Taylor & Robinson, [<reflink idref="bib40" id="ref66">40</reflink>])</p> <p>The self-reflective journal (SRJ) was completed by the teacher. Acknowledging the revealing nature of written words (Mason, [<reflink idref="bib26" id="ref67">26</reflink>]), it was felt that a SRJ would provide an additional insight regarding the HoY's enactment of the role and potentially support, contextualise and verify other data collected. The teacher was asked to report on satisfying and dissatisfying experiences during the observed week. The HoY was also asked to identify any critical incidents (Flanagan, [<reflink idref="bib16" id="ref68">16</reflink>]) that he found significant and finish the statement with 'this was significant because ... '</p> <hd id="AN0139742127-9">Data analysis</hd> <p>Given the exploratory nature of the research, a general inductive approach (Thomas, [<reflink idref="bib41" id="ref69">41</reflink>]) and constant comparison (Patton, [<reflink idref="bib33" id="ref70">33</reflink>]) were used to analyse data. The researchers independently identified specific units of text and, following discussion between them, these were organised into initial codes. Further discussion resulted in these codes being reduced to summary themes (Creswell, [<reflink idref="bib10" id="ref71">10</reflink>]). This process was completed to identify how the teacher fulfilled the HoY role and how his past and current educational experiences had influenced these practices. Throughout the data analysis process, the two researchers cross-checked the accuracy of the data from the various data sets to increase confidence in the findings (Markula & Silk, [<reflink idref="bib25" id="ref72">25</reflink>]). In attempting to overcome potential researcher bias, negative case analysis (Padgett, [<reflink idref="bib32" id="ref73">32</reflink>]) was used. Examples that conflicted with the researchers' beliefs were identified and included in the results and discussion below.</p> <hd id="AN0139742127-10">Ethical considerations</hd> <p>In accordance with the British Educational Research Association guidelines (British Educational Research Association (BERA), [<reflink idref="bib7" id="ref74">7</reflink>]) the ethical issues of deception, consent, privacy, disclosure and accuracy were addressed with the participant. The issues of accuracy and deception have been considered above. The participating teacher was informed that his participation in the research process was voluntary and data collected were strictly confidential. Privacy, confidentiality and anonymity would be guaranteed throughout dissemination of the study. Consent forms detailing these five ethical issues were signed by the participant and Head Teacher.</p> <hd id="AN0139742127-11">Results and discussion</hd> <p></p> <hd id="AN0139742127-12">Fulfilling the role of head of year</hd> <p>Inductive analysis and constant comparison produced two overriding themes regarding how Mark fulfilled the HoY role. Firstly, it was evident that he was an 'administrative finisher' determined to complete tasks as soon as possible. Secondly, Mark attempted to 'empower' staff, parents and pupils.</p> <hd id="AN0139742127-13">The head of year as an 'administrative finisher'</hd> <p>Mark attempted to complete administrative tasks as soon as possible. In recording telephone calls to parents on the school system, he stated that 'I have been trying to get into the habit of doing this straight away to ensure the information is accurate and out of the way' (SRJ). He regularly used short spaces of 'free' time to complete tasks. This desire to be an 'administrative finisher' impacted on his PE lessons, caused him to regularly work at home and increased the length of his working day.</p> <p>Mark was in school far earlier than most staff. He commented, 'I like to get in early so I can complete some paperwork and try to be ahead for the day' (UCI). He always stayed late at school to 'catch up' on 'admin' tasks or make phone calls later in the day' (SRJ). If he was unable to complete administrative work at school, Mark would conduct such work at home. He stated, 'if a parent has rung school that day, I want to speak to them that day to get an outcome' (UCI). Mark admitted to contacting parents from home acknowledging that, on one occasion, he was feeding his daughter. His desire to be an 'administrative finisher' impacted upon his teaching responsibilities.</p> <p>Mark was often late for his PE lessons. On his way to one lesson, a staff member asked him to have a 'word' with a boy who was upset about how his brother was treating him. Rather than prioritising the PE lesson and dealing with this issue later, Mark spent time listening to the pupil and offering him advice resulting in the lesson starting late (NPO). In prioritising such incidents, there were occasions when Mark did not teach his PE lesson and, consequently, his PE class was combined with another.</p> <hd id="AN0139742127-14">The 'empowering' head of year</hd> <p>Mark identified that staff regularly stopped him to deal with various issues. He stated 'it is their job and should be dealt with by them, but I do feel it is important for staff to be supported when dealing with certain situations' (SRJ). His year team were 'encouraged to sort out different pupils ... and speak to the parents if necessary' (SRJ). Such empowerment was occasionally seen in the relationship between Mark and the AHoY. An educational opportunity outside of school for a pupil resulted in Mark asking his AHoY to collect the pupil from a lesson and make the necessary arrangements (NPO). However, many staff empowerment examples observed were informal in nature and limited to completing written tasks (NPO).</p> <p>Mark attempted to empower parents by encouraging them to provide potential solutions and make decisions for their children. He had agreed to a request from a parent involving taking her daughter's mobile telephone off her every morning (SRJ). Telephoning another parent over a friendship issue, Mark offered the mother several potential options for her daughter and agreed he would support the mother's decision (NPO). Such empowerment was also evident in Mark's dealing with pupils.</p> <p>Recognising pupils' academic and wider needs (Jones, [<reflink idref="bib21" id="ref75">21</reflink>]), Mark frequently gave pupils a chance to express their point of view and make decisions. He commented, 'I don't want anybody in my year group to say, "Sir, that's not fair"' (II). Prior to taking the mobile telephone off the afore-mentioned pupil, Mark gave her an opportunity to provide her point of view. She agreed with her mother that it would be better if she did not have the telephone in lessons (NPO). Mark felt such empowerment enabled pupils to take responsibility for their actions and 'understand how to deal with things better in the future' (SRJ). He sought to develop the self-worth of pupils by providing them with opportunities to make decisions about school processes (Irving & Parker-Jenkins, [<reflink idref="bib20" id="ref76">20</reflink>]). During a weekly prefect meeting, Mark sought their views on the design of prefect badges and what their specific roles should be in assisting staff in the administrative 'running' of the school (NPO). 'Difficult' pupils were also given a voice (Taylor & Robinson, [<reflink idref="bib40" id="ref77">40</reflink>]) and chances to make their own decisions. Mark gave a pupil exhibiting inappropriate behaviour a chance to give his views and the opportunity to select his own behavioural targets (NPO).</p> <hd id="AN0139742127-15">The factors influencing enactment of the head of year role</hd> <p>It was evident that three themes influenced Mark fulfilling the HoY role. These were the de-prioritisation of PE, the need to retain control of administrative situations and the influence of past and present teachers.</p> <hd id="AN0139742127-16">The de-prioritisation of physical education</hd> <p>Mark readily admitted that the HoY role took priority over subject responsibilities commenting 'I remember being told you are a PE teacher first and foremost and a HoY second. In reality and in my head it's sometimes the other way around' (FI). He felt that the organisation of PE allowed him to de-prioritise the subject:</p> <p>I feel that being a PE teacher does allow me to do my job with a bit more ease as I can use changing time to make a phone call or finish off a task. We have a teaching technician that completes registers or in the worst-case scenario will step in and take a class (FI).</p> <p>In contrast to other subjects, PE may provide greater opportunities for such de-prioritisation to take place. Multiple classes getting changed before and after lessons in one changing room means that such management necessities can be overseen by fewer staff. The large teaching environments of sports halls, gymnasiums and sports field's means classes can be put together. The transient nature of 'completed' work and perceived marginality, non-academic status of PE (Kougioumtzis, Patriksson, & Stahlman, [<reflink idref="bib22" id="ref78">22</reflink>]) may further encourage the merging of classes.</p> <p>De-prioritising his PE work allowed Mark to vindicate working at home. He stated, 'I know my own kids want to see me and yet I'm working and you can justify it being a PE teacher. I've not got a mountain of books to mark. I'm making a phone call to justify not having the marking' (FI). Despite frequently commenting on time spent marking PE examination work and his significant involvement in extra-curricular provision, Mark did not consider this considerable workload as a reason for not completing HoY tasks at home.</p> <hd id="AN0139742127-17">The need to retain control of administrative tasks</hd> <p>Despite recognising the need and benefits in empowering staff (Irving & Parker-Jenkins, [<reflink idref="bib20" id="ref79">20</reflink>]; Nathan, [<reflink idref="bib28" id="ref80">28</reflink>]; Taylor & Robinson, [<reflink idref="bib40" id="ref81">40</reflink>]), Mark stated, 'I'm guilty of taking on too much and I've always said that's a weakness of mine' (FI). Despite attending leadership courses that provided advice on staff delegation, Mark recognised 'I should be delegating more' (FI). Two reasons appeared to make Mark retain control of administrative tasks. Firstly, he believed that giving responsibility to other staff elongated getting the task finished. He cited an example of giving his AHoY a task based around pupils' attendances commenting, 'I feel uncomfortable because I like to know what the kids' attendances are and if I'm waiting for her to give it to me then I find myself doing it anyway' (FI). Secondly, there appeared to be a distrust of staff completing the tasks to his 'high' standards. Despite acknowledging 'we've got a really good year group team and really good working relationships' (FI), Mark was concerned that tasks had to be done his/the 'right' way:</p> <p>If I give a task to the AHoY, then she wouldn't necessarily speak to them in the same way and I am guilty of thinking ... they will come to me anyway or ring up and say if you had dealt with it would have done better or another way. I feel that I know the pupils and parents better (FI).</p> <p>Mark felt his knowledge of pupils, parents and family dynamics put him at an advantage in dealing with parents and pupils, yet, it appears to have negatively impacted on the requirement to trust his form tutors and particularly his AHoY (Bosco, [<reflink idref="bib5" id="ref82">5</reflink>]; Burrows, [<reflink idref="bib8" id="ref83">8</reflink>]; Hornby, [<reflink idref="bib18" id="ref84">18</reflink>]).</p> <hd id="AN0139742127-18">The influence of past and present teachers</hd> <p>Two teaching practice mentors encouraged Mark to keep parents informed of their child's progress and give them options in their child's education (Hornby, [<reflink idref="bib18" id="ref85">18</reflink>]; Irving, [<reflink idref="bib19" id="ref86">19</reflink>]; Nathan, [<reflink idref="bib28" id="ref87">28</reflink>]). Acknowledging the 'debt' he owed to such teachers, of whom had been or were HoY's, Mark stated 'I spent a lot of time listening and asking them questions. I learned how they spoke to the parents (FI). The two mentors also emphasised to him the importance of finding common ground with difficult pupils. They stressed to Mark 'the need to let pupils know where you're coming from and find out where their coming from, so you can reach a decision together' (FI).</p> <p>The advice and influence of such teaching practice mentors has been found to be particularly powerful when it supports childhood experiences (Standal, Moen, & Moe, [<reflink idref="bib39" id="ref88">39</reflink>]). Mark's own secondary school HoY also influenced his relationships with pupils. He commented that he 'respected his HoY massively and if you did something wrong you felt like you had let her down which then influenced your choices moving forwards' (FI). In congruence with the two teaching practice mentors, she built a similar relationship with Mark 'making me understand where we had gone wrong and that everything has a consequence' (FI). His own childhood experiences of pupil empowerment appear influential in his current relationships with pupils. Mark felt it important that the pupils could voice their opinions, make decisions (Irving & Parker-Jenkins, [<reflink idref="bib20" id="ref89">20</reflink>]; Taylor & Robinson, [<reflink idref="bib40" id="ref90">40</reflink>]) and understand his perspective so they could reach a sensible decision together.</p> <p>Viewed through the lens of occupational socialisation, it is clear that all three stages of this theoretical framework contributed to Mark fulfilling the HoY role. Common sense would suggest that the organisational stage would act as the major socializing force given the acculturation and professional phases lack direct experience of the HoY role. However, this apparent 'absence of apprenticeship' (Pugach, [<reflink idref="bib34" id="ref91">34</reflink>]) has not resulted in a 'salvaged' organisational phase upon which to base beliefs and approaches to fulfilling the HoY role. Instead, the manner in which the role was enacted was reinforced by factors from the acculturation and professional socialisation stages. It appears that childhood and higher education experiences provide a basis or evaluation screen which impact on carrying out the role of HoY during the organisational phase; something that has been reported in previous PE teacher socialisation literature (see, for example, O'Leary, Longmore, & Medcalf, [<reflink idref="bib29" id="ref92">29</reflink>]; Richards et al., [<reflink idref="bib38" id="ref93">38</reflink>]). Such findings indicate that those responsible for the appointment of HoY's should examine those candidates' acculturation and professional experiences to ensure congruence with the HoY requirements. Research examining the impact of the acculturation and professional stages upon (PE) teachers fulfilling the dual roles of subject teacher and other pastoral/leadership roles, such as Head of Department, Deputy Head or Head Teacher appears warranted.</p> <hd id="AN0139742127-19">Conclusion</hd> <p>Pastoral care continues to provide a vital role within the education sector. Effectively supporting pupils' spiritual, moral, social and academic welfare is crucial in ensuring that all young people have positive and meaningful experiences whilst at school. This exploratory case study concurs with Carline's ([<reflink idref="bib9" id="ref94">9</reflink>]) belief that being a HoY and subject teacher is one of the hardest jobs in schools. Analysis of interview and observation data identified that the participant attempted to be an 'administrative finisher' who empowered staff, parents and pupils. The desire to complete administrative tasks quickly was influenced by the de-prioritisation of PE and a desire to retain control of administrative situations. Crucially, we argue that the nature, lesson organisation and academic marginality of the subject (Kougioumtzis et al., [<reflink idref="bib22" id="ref95">22</reflink>]) may encourage the HoY role to be prioritised over PE teaching and learning. The authors acknowledge that this study focuses upon a single PE teacher's experiences and research examining the influence of teaching other subjects on fulfilling the roles of the HoY is required. Existing research does however provide evidence of the many challenges faced by those with pastoral leadership roles in addition to their teaching commitments (Carline, [<reflink idref="bib9" id="ref96">9</reflink>]; Hornby, [<reflink idref="bib18" id="ref97">18</reflink>]; Nathan, [<reflink idref="bib28" id="ref98">28</reflink>]; Purdy, [<reflink idref="bib35" id="ref99">35</reflink>]).</p> <p>The impact of attempting to be an 'administrative finisher' and someone who empowers staff, parents and pupils was five-fold. Mark worked long school days, used short spaces of time to complete tasks and regularly worked at home. He was often late for PE lessons and on occasions, did not teach his lessons. While the authors feel working a long day is unavoidable, two suggestions are offered to help alleviate the other four 'negative' outcomes. There is a need to be proactive in managing time and 'formalise' the empowerment of the AHoY. Accepting that tasks that are urgent and important need to be completed almost immediately (Nathan, [<reflink idref="bib28" id="ref100">28</reflink>]), it is suggested that a 'timetabled' period at the beginning and/or end of the day be implemented to complete tasks that are viewed as important. While this will inevitably impact on the provision of PE extra-curricular activities, it should reduce the stressful and potentially less effective use of short spaces of time to complete tasks. If staff and pupils are made aware that this 'timetabled' period <emph>must</emph> be used to discuss and solve important issues with the HoY, it will dramatically reduce the two negative effects on PE lessons highlighted above (<emph>authors' emphasis</emph>). However, in recognising the wide-ranging nature of the HoY role (Nathan, [<reflink idref="bib28" id="ref101">28</reflink>]) and the fact that unexpected, urgent and important issues do arise (Carline, [<reflink idref="bib9" id="ref102">9</reflink>]), the informal empowerment of the AHoY should change.</p> <p>The current use of the AHoY to largely fulfil written tasks and Mark's desire to control various tasks only increased his workload. The authors recommend that the AHoY is given pastoral responsibility for specific members of the year group or responsibility for specific issues such as monitoring across the whole year group. This has four potential benefits. Firstly, it would reduce the HoY's workload. Secondly, it would improve the efficiency of the 'timetabled' period outlined above given there would be less pupils and/or issues to manage. Thirdly, the AHoY would get to know pupils, parents and staff better and would therefore be potentially, a more efficient pastoral leader. This, in turn, might encourage the HoY to relinquish control of a number of tasks. Finally, if the allotted responsibilities were changed incrementally, in time, the AHoY would be ready to undertake the HoY role. Such actions could be more widely applied to other institutions to support HoY's, their pupils and the development of other teaching staff wishing to pursue pastoral leadership roles. However, this would depend upon existing operating structures.</p> <p>Utilising the three stages of the occupational socialisation framework (Lawson, [<reflink idref="bib23" id="ref103">23</reflink>]) in this study has provided a unique opportunity to examine the influence of a PE teacher's past and current educational experiences on fulfilling the dual roles of HoY and subject teacher. However, it should be recognised that this framework may not totally capture how the role of the teacher is developed (see Richards, [<reflink idref="bib36" id="ref104">36</reflink>]; Richards, Templin, & Gaudreault, [<reflink idref="bib37" id="ref105">37</reflink>]). It should also be acknowledged that the findings are based on a relatively short timescale (6 months) from a single participant case study and for these reasons care should be taken in drawing conclusions from this research. However, the similarities facing other teachers undertaking the HoY role means they are likely to be able to make 'moderatum generalizations' (Williams, [<reflink idref="bib44" id="ref106">44</reflink>]). In short, other teachers can recognise and identify the issues attempting to complete the dual role of HoY and subject teacher, and the solutions offered may aid their pastoral and teaching responsibilities.</p> <hd id="AN0139742127-20">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0139742127-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref25" type="bt">1</bibl> <bibtext> Aspfors, J., & Bondas, T. (2013). Caring about caring: Newly qualified teachers' experiences of their relationships within the school community. Teachers and Teaching, 19 (3), 243 – 259.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref6" type="bt">2</bibl> <bibtext> Barrowcliff, V. (2010). My experience as an NQT head of year. Management in Education, 24 (3), 94 – 95.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref42" type="bt">3</bibl> <bibtext> Bennett, N., Woods, P., Wise, C., & Newton, W. (2007). Understandings of middle leadership in secondary schools: A review of empirical research. School Leadership & Management, 27 (5), 453 – 470.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref61" type="bt">4</bibl> <bibtext> Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 18 (1), 3 – 10.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref48" type="bt">5</bibl> <bibtext> Bosco, A. (2013). Physical Education and fostering relationships. International Journal of Children's Spirituality, 18 (1), 92 – 102.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref7" type="bt">6</bibl> <bibtext> Bragg, S. (2001). Taking a joke: Learning from the voices we don't want to hear. Forum, 43 (2), 70 – 73.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref74" type="bt">7</bibl> <bibtext> British Educational Research Association (BERA) (2018) Ethical guidelines for educational research. Retrieved from https://<ulink href="http://www.bera.ac.uk/wp-content/uploads/2018/06/BERA-Ethical-Guidelines-for-Educational-Research%5f4thEdn%5f2018.pdf">www.bera.ac.uk/wp-content/uploads/2018/06/BERA-Ethical-Guidelines-for-Educational-Research%5f4thEdn%5f2018.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref47" type="bt">8</bibl> <bibtext> Burrows, A. (2016). From physical education teacher to pastoral leader: Why do physical education teachers move into pastoral leadership roles within secondary education? Physical Education Matters, 11 (2), 70 – 74.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref8" type="bt">9</bibl> <bibtext> Carline, B. (2007). How to be a successful head of year. London : Continuum.</bibtext> </blist> <blist> <bibtext> Creswell, J. W. (2013). Research design: Qualitative, quantitative and mixed method approaches. London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Crow, G. M. (2007). The professional and organizational socialization of new English head teachers in school reform contexts. Educational Management Administration & Leadership, 35 (1), 51 – 71.</bibtext> </blist> <blist> <bibtext> De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38 (4), 395 – 416.</bibtext> </blist> <blist> <bibtext> Denzin, N. K., & Lincoln, Y. S. (2011). The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp. 1 – 19). London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Department for Education (DfE). (2010). The white paper 'The importance of teaching and learning.'. Norwich : The Stationary Office.</bibtext> </blist> <blist> <bibtext> Fan, F. A. (2012). Teacher: Students' interpersonal relationships and students' academic achievements in social studies. Teachers and Teaching, 18 (4), 483 – 490.</bibtext> </blist> <blist> <bibtext> Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51 (4), 327 – 358.</bibtext> </blist> <blist> <bibtext> Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction. Boston : Pearson Education.</bibtext> </blist> <blist> <bibtext> Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnerships. New York : Springer.</bibtext> </blist> <blist> <bibtext> Irving, B. (1997). Parental participation: Essential partners in guidance. Pastoral Care in Education, 15 (1), 6 – 9.</bibtext> </blist> <blist> <bibtext> Irving, B., & Parker-Jenkins, M. (1995). Pupil empowerment: Pupil power? Pastoral Care in Education, 13 (2), 3 – 6.</bibtext> </blist> <blist> <bibtext> Jones, P. (2006). Status of pastoral care in schools in the 21st century. Pastoral Care in Education, 24 (2), 64 – 66.</bibtext> </blist> <blist> <bibtext> Kougioumtzis, K., Patriksson, G., & Stahlman, G. (2011). Physical Education teachers' professionalization: A review of occupational power and professional control. European Physical Education Review, 17 (1), 111 – 129.</bibtext> </blist> <blist> <bibtext> Lawson, H. A. (1986). Occupational socialization and the design of teacher education programs. Journal of Teaching in Physical Education, 5 (2), 107 – 116.</bibtext> </blist> <blist> <bibtext> Lortie, D. C. (2002). School teacher: A sociological study. Chicago, Illinois : University of Chicago Press.</bibtext> </blist> <blist> <bibtext> Markula, P., & Silk, M. (2011). Qualitative research for physical culture. London : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Mason, J. (2002). Qualitative researching. London : Sage Publications.</bibtext> </blist> <blist> <bibtext> McGuire, B., Cooper, W., & Park, M. (2006). Pastoral care, spirituality and physical education. Pastoral Care in Education: an International Journal of Personal, Social and Emotional Development, 24 (4), 13 – 19.</bibtext> </blist> <blist> <bibtext> Nathan, M. (2011). A pastoral leader's handbook: Strategies for success in the secondary school. London : Continuum.</bibtext> </blist> <blist> <bibtext> O'Leary, N., Longmore, C., & Medcalf, R. (2014). The influence of occupational socialisation upon a teacher's interpretation and delivery of teaching games for understanding to pupils experiencing social and emotional behavioural difficulties. Support for Learning, 29 (1), 57 – 75.</bibtext> </blist> <blist> <bibtext> Office for Standards in Education (Ofsted). (2007). Find an inspection report. <ulink href="http://reports.ofsted.gov.uk/">http://reports.ofsted.gov.uk/</ulink></bibtext> </blist> <blist> <bibtext> Office for Standards in Education (Ofsted). (2011). Find an inspection report. <ulink href="http://reports.ofsted.gov.uk/">http://reports.ofsted.gov.uk/</ulink></bibtext> </blist> <blist> <bibtext> Padgett, D. K. (2008). Qualitative methods in social work research: Challenges and rewards. Thousand Oaks, California : Sage Publications.</bibtext> </blist> <blist> <bibtext> Patton, M. Q. (2002). Qualitative research and evaluation methods. London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Pugach, M. (1992). Uncharted territory: Research on the socialization of special education teachers. Teacher Education and Special Education, 15 (2), 133 – 147.</bibtext> </blist> <blist> <bibtext> Purdy, N. (Ed). (2013). Pastoral care 11-16: A critical introduction. London : Bloomsbury Academic.</bibtext> </blist> <blist> <bibtext> Richards, K. A. R. (2015). Role socialization theory: The sociopolitical realities of teaching physical education. European Physical Education Review, 21 (3), 379 – 393.</bibtext> </blist> <blist> <bibtext> Richards, K. A. R., Templin, T. J., & Gaudreault, K. L. (2013). Organizational challenges and role conflict: Recommendations for the preparation of physical education teachers. Quest, 65 (4), 442 – 457.</bibtext> </blist> <blist> <bibtext> Richards, K. A. R., Templin, T. J., & Graber, K. (2014). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review, 3 (2), 113 – 134.</bibtext> </blist> <blist> <bibtext> Standal, Ø. F., Moen, K. M., & Moe, V. F. (2014). Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review, 20 (2), 165 – 178.</bibtext> </blist> <blist> <bibtext> Taylor, C., & Robinson, C. (2009). Student voice: Theorising power and participation. Pedagogy, Culture & Society, 17 (2), 161 – 175.</bibtext> </blist> <blist> <bibtext> Thomas, D. R. (2006). A general inductive approach for analysing qualitative evaluation data. American Journal of Evaluation, 27 (2), 237 – 246.</bibtext> </blist> <blist> <bibtext> Thorpe, A., & Bennett-Powell, G. (2014). The perceptions of secondary school middle leaders regarding their needs following a middle leadership development programme. Management in Education, 28 (2), 52 – 57.</bibtext> </blist> <blist> <bibtext> Van Maanen, J., & Schein, E. H. (1979). Toward a theory of organisational socialization. In B. Shaw (Ed.), Research into organisational behaviour (pp. 209 – 261). Greenwich, Connecticut : JAI Press.</bibtext> </blist> <blist> <bibtext> Williams, M. (2002). Generalization in interpretive research. In T. May (Ed.), Qualitative research in action (pp. 125 – 143). London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Yin, R. (2013). Case study research: Design and methods. London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329 – 348). New York : MacMillan.</bibtext> </blist> <blist> <bibtext> Zeichner, K. M., & Tabachnik, N. R. (1981). Are the effects of university teacher education "washed out" by school practice? Journal of Teacher Education, 32 (3), 7 – 11.</bibtext> </blist> </ref> <aug> <p>By Adam Burrows and Nick O'Leary</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib14" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib35" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib28" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib18" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib40" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref20"></nolink> <nolink nlid="nl8" bibid="bib15" firstref="ref26"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref34"></nolink> <nolink nlid="nl10" bibid="bib24" firstref="ref36"></nolink> <nolink nlid="nl11" bibid="bib38" firstref="ref37"></nolink> <nolink nlid="nl12" bibid="bib43" firstref="ref38"></nolink> <nolink nlid="nl13" bibid="bib47" firstref="ref39"></nolink> <nolink nlid="nl14" bibid="bib12" firstref="ref40"></nolink> <nolink nlid="nl15" bibid="bib42" firstref="ref41"></nolink> <nolink nlid="nl16" bibid="bib11" firstref="ref43"></nolink> <nolink nlid="nl17" bibid="bib27" firstref="ref49"></nolink> <nolink nlid="nl18" bibid="bib13" firstref="ref50"></nolink> <nolink nlid="nl19" bibid="bib17" firstref="ref51"></nolink> <nolink nlid="nl20" bibid="bib45" firstref="ref52"></nolink> <nolink nlid="nl21" bibid="bib10" firstref="ref54"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref55"></nolink> <nolink nlid="nl23" bibid="bib31" firstref="ref56"></nolink> <nolink nlid="nl24" bibid="bib33" firstref="ref58"></nolink> <nolink nlid="nl25" bibid="bib26" firstref="ref60"></nolink> <nolink nlid="nl26" bibid="bib16" firstref="ref68"></nolink> <nolink nlid="nl27" bibid="bib41" firstref="ref69"></nolink> <nolink nlid="nl28" bibid="bib25" firstref="ref72"></nolink> <nolink nlid="nl29" bibid="bib32" firstref="ref73"></nolink> <nolink nlid="nl30" bibid="bib20" firstref="ref76"></nolink> <nolink nlid="nl31" bibid="bib22" firstref="ref78"></nolink> <nolink nlid="nl32" bibid="bib39" firstref="ref88"></nolink> <nolink nlid="nl33" bibid="bib34" firstref="ref91"></nolink> <nolink nlid="nl34" bibid="bib29" firstref="ref92"></nolink> <nolink nlid="nl35" bibid="bib36" firstref="ref104"></nolink> <nolink nlid="nl36" bibid="bib37" firstref="ref105"></nolink> <nolink nlid="nl37" bibid="bib44" firstref="ref106"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1234828
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Factors Influencing a Secondary School Physical Education Teacher's Role as a Pastoral Head of Year
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burrows%2C+Adam%22">Burrows, Adam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2922-9808">0000-0002-2922-9808</externalLink>)<br /><searchLink fieldCode="AR" term="%22O'Leary%2C+Nick%22">O'Leary, Nick</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9597-522X">0000-0001-9597-522X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Pastoral+Care+in+Education%22"><i>Pastoral Care in Education</i></searchLink>. 2019 37(4):316-330.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Experience%22">Early Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience%22">Work Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Management%22">Middle Management</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02643944.2019.1665092
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0264-3944
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Utilising the occupational socialisation theoretical framework, this United Kingdom based case study explored how a secondary school physical education teacher fulfilled the head of year role and what childhood, university and on-the-job experiences influenced execution of this role. Data were collected from interviews, lesson observations and a self-reflective journal. Inductive data analysis and constant comparison identified that the participant attempted to be an 'administrative finisher' and 'empower' staff, parents and pupils. These aims were influenced by the de-prioritisation of physical education, a desire to retain control of administrative situations, and the influence of past and present teachers. To overcome the issues that the dual roles of head of year and subject teacher present, it is recommended that a 'timetabled' period at the beginning and/or end of the day be utilised for important head of year tasks, and greater formal responsibility is given to the assistant head of year. The findings of this study suggest further research possibilities. Firstly, there is a need to examine the influence of teaching other subjects whilst undertaking the head of year role. Secondly, investigating the impact of childhood and university socialisation upon teachers' fulfilment of other pastoral and/or leadership roles such as head of department, deputy head or head teacher appears warranted.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1234828
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1234828
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02643944.2019.1665092
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 316
    Subjects:
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Early Experience
        Type: general
      – SubjectFull: Educational Experience
        Type: general
      – SubjectFull: Work Experience
        Type: general
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Middle Management
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Caring
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Factors Influencing a Secondary School Physical Education Teacher's Role as a Pastoral Head of Year
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burrows, Adam
      – PersonEntity:
          Name:
            NameFull: O'Leary, Nick
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 0264-3944
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Pastoral Care in Education
              Type: main
ResultId 1