The Mid-Level Executive Teacher Challenge: Pathways to navigate or hurdles to jump?

Developing and retaining effective teachers to build a dynamic profession is a necessity in an environment of an ageing teacher population and imminent retirement of many teachers and school principals (Committee for the Review of Teaching and Teacher Education, 2003; Dinham, Brennan, Collier, Deece, & Mulford, 2000; Ramsay, 2004). Whilst the issue of succession planning is receiving a good deal of attention in academic literature, the majority is focused on attracting new teachers to the profession at one end of the spectrum, and to preparing new principals at the other. Exploration into the intervening journey - the development of middle management, executive teachers and teachers in positions of added responsibility - has received less investigation.

This research project sought to investigate perceptions of the secondary executive teacher role, along with contemporary views regarding the preparation and assistance required for experienced teachers to take on these leadership positions. Pivotal was the recognition of the needs of those currently filling leadership positions. The results of this research both affirm and elaborate upon findings of previous studies. In this paper, evidence is provided to make specific recommendations for clarifying the role, and enhancing the professional growth, job satisfaction and retention of teachers in mid-level executive positions. Implicit is the understanding that current strategies to promote and support teachers to middle level positions need reconsideration. Recommendations are made including the potential for redefining the role, and the tailoring of leader development pathways that seek to reduce the effect of 'high hurdles to jump'.