Thesis

Using cultural historical activity theory to investigate the role and function of professional reflective supervision in supporting head teacher wellbeing in a Scottish local authority

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Awarding institution
  • University of Strathclyde
Date of award
  • 2023
Thesis identifier
  • T16784
Person Identifier (Local)
  • 202058319
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • The provision of supervision has been found to support the emotional wellbeing of those staff who engage with it and improve the outcomes for the children and staff they engage with. This research considered whether professional reflective supervision (PRS) could have a role in supporting HT wellbeing and if so, what format this should take. It was undertaken with a group of twelve head teachers (HTs) and nine educational psychologists (EPs) in one Scottish local authority. Both qualitative and quantitative information was gathered from questionnaires and from four workshops to capture the views of participants that then shaped and informed each stage of the research. In the initial two workshops, an analysis of the current HT role was undertaken, with consideration of whether supervision could be a helpful support. PRS was then delivered by EPs, based on a model created by the HTs. HT wellbeing was measured each month during this trial, with the supervision evaluated through an end of trial questionnaire and two further workshops. The scale of the research was limited by the rural nature of the local authority and also by the time available to undertake the study. Although no causal claims are made from the variable patterns and trends provided by some of the quantitative findings, positive feedback was received from the research participants in each of the two final workshops. This feedback supported the provision of guidance, training and the offer of PRS for all HTs within the local authority. It also has informed possible future directions for further research.
Advisor / supervisor
  • Daly, Clare
  • Lendrum, Susie
  • Boyle, Jim
Resource Type
DOI

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