Clémentine Van Effenterre is a Women and Public Policy Program postdoctoral fellow at the Harvard Kennedy School and CVER.


teachers increases by 5.5 percentage points (a mean of 55 per cent), while the proportion of qualified teachers increases by 14.1 percentage points (a mean of 52 per cent). Furthermore, switching from a


principal who is in the bottom quarter of the distribution to one who is in the top quartile would increase the average gross annual salary of teachers by £3,511 (for an average mean salary in the sample of about £31,500). In future research, we will investigate whether these variations could explain the differences in principal effectiveness in terms of educational performance.


POLICY IMPLICATIONS These results have wide-ranging policy implications. First, policy-makers and colleges should find ways of improving the quality of leadership among college principals. Second, our results show how


important it is to attract high quality principals to FE colleges and retain them. Principals have a surprisingly low profile in debates about education. The focus instead usually falls on curriculum, teachers and types of college and institution. We hear more about holding teachers accountable than principals. But, as we show, principals can make a real difference, and more attention could be devoted to them.


Principals are important because


they offer one of the most cost- effective means to improve college performance. Although teachers have been shown to influence student achievement, recruiting a new high-performing teacher affects a few classes, whereas the recruitment (or training) of a high-performing principal directly affects thousands of learners in a college.


HOPKINS ON...


... THE KEYS TO EFFECTIVE LEADERSHIP IN FE


By Professor David Hopkins ener alenelas et als nn ooste tat rncal alt as a sncant act on learner otcoes n te rter ecaton sector, resonates t te conclsons ro or researc on te act o scool rncal beaors on stent learnn n te colsor sector artcants on te nerst o oltons  eacn  rorae conr a slart n leaers ractces n bot scools an  e leaers ractces n artclar aear to be artclarl ortant n bot settns  stablsn narrate e ablt to enerate an nclse an eoern son or te oransaton an ts learners tat cobnes ales an oral rose on te one an, an oeratonal stratees on te oter, s erate


 een te ocs on teacn an learnn nsrn tat eaoc eertse s te core roessonal sll s crcal ottstann te ortance o sbect nolee, t s te consstenc o teacn an learnn ractces across a learnn roer tat s te crtcal neenent arable ese are best eresse as rotocols tat contan ractcal best eence stratees


Professor David Hopkins is professor of educational leadership at the University of Bolton. He is professor


emeritus at the Institute of Education, University College London, and the University of Nottingham. For more information and to download the articles below visit www.profdavid hopkins.com


 eelon eole e eanson o a roessonal reertore o teacn stratees becoes te e staff eeloent actt, an tat sol nole eer eber o staff n eer coacn e oel ollos a seence  teor, eonstraton, ractce, eebac an coacn  tat ses te rotocols as a bass or obseraton, eebac an sll eeloent


 eesnn te oransaton reatn a or cltre an nors tat sort an enance te reos tree ractces s essental stablsn orn contons tat are eoern, an allocatn scent te or roessonal eeloent an eer coacn, ensre tat oste cane s sstane nto te e ter


 enn ersonalt trats t s becon ncreasnl aarent tat te ersonal caracterstcs o te rncal, or ce eecte, as sncant act e ablt to enerate trst, enance ntrnsc otaton, be eble rater tan oatc, as ell as reslent an otstc, ol aear to be te altes tat erorn rncals ebt


eaers an asrn  leaers ll n corses, ncln te ne rearn or  rorae, an resorces on te caton an rann onatons eaers b ebste at goo.gl/PJXN7j


REFERENCES To activate these one-click links, and all other links in the magazine, log in to SET and access your interactive digital edition of inTuition.  ottna atonal ollee or cool eaers  ons,  , eaers or oerl earnn, elborne c nternatonal see aon or nle eton


 e  eacn  rorae, base at te nerst o olton an sonsore b te , as to sort asrn leaers or etals st goo.gl/14SZL9


INTUITION ISSUE 31 • SPRING 2018 19


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