This paper’s research question is
whether a headteacher in Greece can learn anything from a study of
middle-leadership in a UK school?
The null hypothesis states that a
headteacher from Greece cannot learn anything from a study of middle-leadership
in a UK school while the alternate hypothesis proposes that a Greece
headteacher can learn a lot from a survey of middle-leadership in a UK school
and thus academic exchange should be encouraged.
In this chapter, I will analyze the
research question, the hypothesis, and the research design. I will also look at
the area of study, the population, the sample of the population, the sampling
technique, the instruments used for data collection, and how the tool will be
The chosen research design is
qualitative in type. This approach will be used since the research study is
exploratory and they will be examined the effect of instructional, educational
leadership towards the professional development of teachers and improvement in
school performance due to advancement in student learning.
Interviewing will be used as the best strategy
for data collection since it would provide first-hand data about the impact of
middle managers in history to establish their importance or lack thereof. As part
of my master’s program, I’m undertaking a school placement. So, I will arrange interviews
with some middle leaders in history within the school with random selection. Unfortunately,
it is difficult for me to interview Greek headteachers, because of the distance
and the lack of time. Therefore, the comparisons will be made from my own experience
as a student at the Greek school.
also necessary to note that the qualitative design would also incorporate
literature reviews as part of the research strategy’s methods of data
collection to provide information on lessons that a Greek headteacher may learn
from a UK middle-leadership within a school.
Study Population and the Sample
This research study aims at the Greek
educational fraternity in its quest to identify whether they can acquire
positive lessons from the UK middle-leadership within the context of the
History subject. This investigation thus seeks to establish whether a Greek
headteacher would be provoked into the adoption of policies akin those in the
United Kingdom for educational management. It would be impossible to research
with the whole of the UK middle-leadership for this study since that would mean
a thorough investigation within every UK school, a situation that would be
unachievable for various reasons. First, it would be highly time-consuming for
a researcher to interview all middle leaders in History within both the UK and
a whole population study would be highly expensive to the tune that it would be
illogical to research at such extreme costs.
Therefore, interviews will save on costs
and time while secondary resources such as peer-reviewed sources would
articulate the direction of this research study in regards to whether
eventually the null hypothesis should be rejected or accepted. The research
study is not broad but concentrated on a particular group of individuals within
a similar context in regards to the research topic.
for Data Collection
The choice of data collection
instruments is highly dependent upon numerous factors such as the validity and
reliability of the methods chosen. For example, for this study I think interviewing
is the best strategy for data collection because it will offer credible first-hand
information pertinent to the research question. In fact, comparing interviewing
to direct observation or the questionnaire methodology, one would realize that
the former is considerably faster and cheaper. Moreover, the authenticity of
information from interviews is more verifiable since the interviewee is a
well-known individual rather than anonymous questionnaire respondents who are
hard to identify. It is also important to note that questionnaires and direct
observations would provide unverifiable information marred with errors. In
fact, a questionnaire can be misleading since a majority of the respondents may
coincidentally write misleading information.
Literature reviews would also ensure
that the researcher is also privy to the research question and he/she is not
dumbstruck by information received from their interviewees. In fact, secondary
sources guarantee that the researcher asks the most relevant question in
regards to the research study. These secondary sources would entail information
acquired from already-published literary sources such as journals, online
articles, letters, historical excerpts from previously conducted research and
books. Thus, the researcher would at least know the middle managerial
structures within the UK (decentralized) and Greece (centralized) and the
consequent impacts within their territories.
As a researcher, I would ensure that I will
avoid unethical behavior at all costs. For instance, it is crucial for one to
acquire consent from the interviewee for their interview rather than ambushing
them with questions informally. A proper display of positive behavior and
respect for formality would highly contribute to the acquisition of an
interview. As a researcher, also one is charged with the role of ensuring that
interviewee bias is not experienced within the process of acquiring first-hand
information which could profoundly compromise the quality of research done and
the research findings’ validity. Further approaches to avoid respondent bias
would be the provision of a comfortable environment for the interview and also
ensuring that the engagement is relaxed since a tense atmosphere would lead to
defensiveness and eventually provision of inaccurate information.
is also essential to understand the terms of the interviewee; sometimes they
may seek to be anonymous depending on the sensitivity of the information provided.
As a researcher, one should pay attention to such details failure to which,
they may have devastating effects on both the researcher and the respondent.
It is expected that there are some
lessons and practical applications that can be adapted from the
middle-leadership environment in the UK to Greece. The differences in the
educational management strategies for these two countries put the UK at a
better vantage point since its leadership is not limited to the principal’s
leadership position but instead creates a sense of shared responsibility
through middle leadership positions. On the other hand, in Greece, principals
are supreme authoritarians rather than instructional leaders, an element that
needs to be shunned through educational realignment through a decentralized
leadership plan. This new strategy would create a stage for the establishment
of shared leadership similar to the English context whose empirical
contribution would systematically lead to a positive disruption of Greek
education. Therefore, the expected results would be to reject the null
hypothesis and accept the alternative.