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Whole Child, Whole Teacher: Leadership for Flourishing Primary Schools

Adams, K., Lumb, A. and Paige, Rachael (2019) Whole Child, Whole Teacher: Leadership for Flourishing Primary Schools. Education 3-13 International Journal of Primary, Elementary and Early Years Education. ISSN Print: 0300-4279 Online: 1475-7575 (In Press)

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Abstract

Whilst the notion of the whole child is well-established within early years and primary education, the related concept of the whole teacher is less well developed. However, it is important to progress understanding of the concept in light of high levels of teacher stress in performance-driven education systems. This paper details an empirical study with five primary schools in England which explored how leaders sustained a focus on the whole child within the context of a performance-driven education system. Specifically, it focuses on data which emerged from the study, identifying the concept of the whole teacher and its important relationship with the whole child and whole curriculum. The paper critiques current conceptions of the whole teacher and proposes a concept which has, at its centre, the recognition of who the teacher is as a person. Implications for leadership and teacher education are considered.

Item Type: Article
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Staff and students at the University of Worcester can access the full-text of the online published article via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Keywords: performativity, holistic approaches, whole child, well-being, leadership
Divisions: Divisions (2019 onwards) > College of Arts, Humanities and Education > School of Education
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Depositing User: Rachael Paige
Date Deposited: 03 Oct 2019 11:11
Last Modified: 07 Nov 2019 09:42
URI: https://eprints.worc.ac.uk/id/eprint/8673

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