It's not just about workload: a case study into the retention of Heads of Mathematics (HoMs) in secondary schools in Northern England

This study explores the possibilities for the retention of Heads of Mathematics (HoMs) in secondary schools in England. There has been a shortage of teachers of mathematics in England for at least 60 years and in recent years, the Government has been accused of an over-emphasis on recruitment to the profession rather than the retention of those already teaching.
Whilst there is a strong body of research into teacher retention, this largely focuses on those in the early years of their careers, before they have taken on additional responsibility. There is sporadic research into the role of the HoM but this does not yet form a coherent body. This study aims to address the gap in the knowledge base by exploring the role of the HoM and the experiences of those in the role in order to understand reasons why HoMs stay in the role or choose to leave. The study uses this exploration to offer policy makers and Head Teachers recommendations to enable improved retention of HoMs.
Focusing on the perspectives of HoMs, this research takes a case study approach, involving three narrative data collection methods: focus groups, one-to-one interviews and audio diaries. Data are analysed thematically using a Foucauldian lens, focusing on the power relations experienced and developed by HoMs in a performative culture.
The study finds that the role of the HoM is narrowly constructed through the need to respond to three tactics of neoliberal governmentality: performance measures, new national policy and Ofsted inspections. HoMs’ experiences of the role are significantly affected by their Head Teachers’ responses to the performative demands placed on them. HoMs employ a range of resistances in order to make their role workable.
The findings of the research suggest that the pressure on a Head Teacher to meet performance targets in order to achieve a positive Ofsted outcome and maintain a school’s position in the education ‘market’ can damage the relationship between a Head Teacher and their HoM. It is therefore argued that national policy change is needed to allow Head Teachers to develop more effective working relationships with those in middle leadership positions in schools.
This study takes forward the debate about teacher retention, extending it to a consideration of those in positions of responsibility, whilst highlighting the need for further research in this area.