Professional Learning for Empowerment: A Qualitative Study of the Into Headship, Headteacher (School Principal) Preparation Programme in Scotland

Aims: This paper explores the concept of empowerment and presents the original and significant findings of a research project which explored the lived experiences of aspiring headteachers (school principals), undertaking masters level professional learning through the Into Headship programme in Scotland. The aim of the research was to consider the ways in which the agency of participants had been impacted. This paper will focus specifically on what participants said about empowerment. Methods: This study used a qualitative approach involving one national cohort of Into Headship participants from three different Scottish universities. An online questionnaire was sent to all students and the responses were thematically analysed using the Braun and Clarke (2013) model. The themes which were determined then formed the basis for follow up interview questions with a smaller, representative sample. The answers were again analysed and categorised using an ecological model of agency (Priestley et al., 2015). Findings: The findings highlight a number of key themes in terms of developing professional identity and increasing a sense of empowerment while also casting a spotlight on some of the tensions in the system around accountability and performativity. It is concluded that Into Headship impacted positively on the agency of participants in a range of ways and participants reported that they felt more able to make informed decisions which aligned closely with their personal and professional values as a result of their engagement with Into Headship. These findings should be of interest to practitioners and those involved in school leadership preparation and educational system level strategic planning.