Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision? If so, what model would suit them best?

Cairns, Bernadette and Daly, Clare and Boyle, James (2023) Is there a felt need from head teachers to support their wellbeing through the offer of professional reflective supervision? If so, what model would suit them best? Educational and Child Psychology, 40 (4). ISSN 0267-1611 (In Press)

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Abstract

Rationale: Schools provide direct support to a range of pupils, many of whom have social/emotional needs or are vulnerable due to their economic status or family circumstances. Teaching can therefore be considered a profession with a high level of emotional demand, that requires the need for reflection, support, and a consideration of the emotional and psychological impacts on children, their families, and other colleagues within schools. The provision of supervision has been found to support the emotional wellbeing of education staff who engage with it, but this offer is not made to all. In addition, the model of supervision used in schools is often one ‘borrowed’ from another discipline and may not be completely suited to meeting the wellbeing needs of HTs who carry a significant emotional load in schools. Aim: This small-scale research study was undertaken with a group of twelve head teachers (HTs) and eight educational psychologists (EPs) in one Scottish local authority. The research considered whether professional reflective supervision (PRS) could have a role in supporting HT wellbeing and if so, what form this should take. Method: Both qualitative and quantitative information was gathered from questionnaires and from four workshops. HTs discussed whether PRS could be a helpful support to them. This was then offered by EPs, based on a model created by the HTs and was evaluated through an end of trial questionnaire and two workshops. Findings: HTs agreed that PRS could support their wellbeing but that a bespoke model was required. Both HTs and EPs provided positive feedback on their experience of this model, where the wellbeing of HTs was central. This led to the creation of guidance, training and the ongoing offer of supervision for all HTs within the local authority, delivered by the EP Service. Limitations: This research was context specific and small scale and so no causal claims are made from the patterns and trends emerging from the findings.

CORE (COnnecting REpositories)