Gerald Dunning taught at Swansea University, UK and, subsequently, the University of South Wales where he was head of the Department of Education and deputy head of the School of Psychology where he currently serves as a visiting research fellow. Tony Elliott taught at Bangor University, UK, where he was Senior Lecturer in the School of Education and Dean of the Faculty of Education.

• Introduction Part I What’s the Problem? Chapter 1. Mapping the Minefield: explaining the research studies Chapter 2. Landmarks in the Minefield: generic problem issues Chapter 3. New Heads on Their Blocks: the problems of assuming headship Chapter 4. Hard Labour: managing a problematic workload Chapter 5. Close Encounters: problematic colleagues Chapter 6. Clients and Consumers: problematic parents and pupils Chapter 7. More Checks Than Balances: problematic partners in school governance Chapter 8. Counting the Cost: the personal impact of headship Part II What Every Head Should Know Chapter 9. Making Sense of Headship: knowing what Chapter 10. Making Sense of Headship: knowing how Chapter 11. Back to the Future: revisiting classic knowledge bases for problem analysis andframing Chapter 12. Learning the Ropes? On the Ropes?: making sense of headteacher succession and socialisation Chapter 13. Hands on Hearts and Fingers on Pulses Chapter 14. Putting Problems in Perspective: Strategy and Reflection in Problem Management

Drawing on interviews with 70 primary headteachers in the UK, as well as personal experiences, the authors consider problematic aspects of primary headship and how they affect the daily work of primary headteachers, as well as how to deal with them or reduce their impact. They discuss generic problem issues faced by headteachers, then issues in the areas of the assumption of the headship; workloads; relationships with parents, colleagues, and students; and the impact of problems on professional and personal lives. The second section addresses theories that aid in the understanding of the causes and ramifications of problems, including the types of knowledge headteachers need to be able to process; how that knowledge is formed and applied to problem management; organizational micropolitics, symbolism, and value theory; the processes and implications of headteacher succession and socialization; and strategic problem management and the role of reflection.

Gerald Dunning taught at Swansea University, UK and, subsequently, the University of South Wales where he was head of the Department of Education and deputy head of the School of Psychology where he currently serves as a visiting research fellow. Tony Elliott taught at Bangor University, UK, where he was Senior Lecturer in the School of Education and Dean of the Faculty of Education.

• Introduction Part I What’s the Problem? Chapter 1. Mapping the Minefield: explaining the research studies Chapter 2. Landmarks in the Minefield: generic problem issues Chapter 3. New Heads on Their Blocks: the problems of assuming headship Chapter 4. Hard Labour: managing a problematic workload Chapter 5. Close Encounters: problematic colleagues Chapter 6. Clients and Consumers: problematic parents and pupils Chapter 7. More Checks Than Balances: problematic partners in school governance Chapter 8. Counting the Cost: the personal impact of headship Part II What Every Head Should Know Chapter 9. Making Sense of Headship: knowing what Chapter 10. Making Sense of Headship: knowing how Chapter 11. Back to the Future: revisiting classic knowledge bases for problem analysis andframing Chapter 12. Learning the Ropes? On the Ropes?: making sense of headteacher succession and socialisation Chapter 13. Hands on Hearts and Fingers on Pulses Chapter 14. Putting Problems in Perspective: Strategy and Reflection in Problem Management

Drawing on interviews with 70 primary headteachers in the UK, as well as personal experiences, the authors consider problematic aspects of primary headship and how they affect the daily work of primary headteachers, as well as how to deal with them or reduce their impact. They discuss generic problem issues faced by headteachers, then issues in the areas of the assumption of the headship; workloads; relationships with parents, colleagues, and students; and the impact of problems on professional and personal lives. The second section addresses theories that aid in the understanding of the causes and ramifications of problems, including the types of knowledge headteachers need to be able to process; how that knowledge is formed and applied to problem management; organizational micropolitics, symbolism, and value theory; the processes and implications of headteacher succession and socialization; and strategic problem management and the role of reflection.

Gerald Dunning taught at Swansea University, UK and, subsequently, the University of South Wales where he was head of the Department of Education and deputy head of the School of Psychology where he currently serves as a visiting research fellow. Tony Elliott taught at Bangor University, UK, where he was Senior Lecturer in the School of Education and Dean of the Faculty of Education.

• Introduction Part I What’s the Problem? Chapter 1. Mapping the Minefield: explaining the research studies Chapter 2. Landmarks in the Minefield: generic problem issues Chapter 3. New Heads on Their Blocks: the problems of assuming headship Chapter 4. Hard Labour: managing a problematic workload Chapter 5. Close Encounters: problematic colleagues Chapter 6. Clients and Consumers: problematic parents and pupils Chapter 7. More Checks Than Balances: problematic partners in school governance Chapter 8. Counting the Cost: the personal impact of headship Part II What Every Head Should Know Chapter 9. Making Sense of Headship: knowing what Chapter 10. Making Sense of Headship: knowing how Chapter 11. Back to the Future: revisiting classic knowledge bases for problem analysis andframing Chapter 12. Learning the Ropes? On the Ropes?: making sense of headteacher succession and socialisation Chapter 13. Hands on Hearts and Fingers on Pulses Chapter 14. Putting Problems in Perspective: Strategy and Reflection in Problem Management

Drawing on interviews with 70 primary headteachers in the UK, as well as personal experiences, the authors consider problematic aspects of primary headship and how they affect the daily work of primary headteachers, as well as how to deal with them or reduce their impact. They discuss generic problem issues faced by headteachers, then issues in the areas of the assumption of the headship; workloads; relationships with parents, colleagues, and students; and the impact of problems on professional and personal lives. The second section addresses theories that aid in the understanding of the causes and ramifications of problems, including the types of knowledge headteachers need to be able to process; how that knowledge is formed and applied to problem management; organizational micropolitics, symbolism, and value theory; the processes and implications of headteacher succession and socialization; and strategic problem management and the role of reflection.