Abstract:

Headteachers have steadily risen to prominence in educational institutions, they play a key role in improving students’ outcomes through mobilizing the school community, fostering teacher motivation and capacity, as well as influencing the climate and work environment (Pont et al., 2008; Branch et al., 2013; Day et al., 2016; Alladatin et al. 2021). However, although the headteachers’ role is crucial, their duties have increased, and they now face greater complexity and demands (Markow et al., 2013). The Organization for Economic Cooperation and Development (OECD), for that matter, has recommended working on developing competencies for effective school leadership for current and future school headteachers. Therefore, it is necessary to improve initial training in order to increase their preparedness. Surprisingly, despite the importance of initial training, there remains a paucity in studies on it. This research aims to obtain data that will help to fill these gaps by examining the different models of initial training for headteacher that exist around the world in addition to their pros and cons, and then to establish a typology based on the criteria outlined therein. In summary, the results show that concerning the headteacher training policies, countries display a high degree of heterogeneity in their approaches (Ummanel et al., 2016 ; Jiang et al., 2018 ; Valiente Sandó et al., 2018 ; Muñoz et al., 2019; Norberg, 2019; Gurmu, 2020). The different criteria that present our typology are related to the content of the training curriculum, the entrance requirements, the time planning of the training, and the qualification requirements at the end of the training.   This work will generate fresh insight into the typology of headteacher inital training and will help therefore to create a reference for training design.  

Keywords:

Headteacher’s, initial training.