An MSc from University of Aberdeen
I’m delighted to share that at the end of last year I was awarded an MSc in Leadership in Professional Contexts from the University of Aberdeen, an achievement I’m incredibly proud of. This journey has been both challenging and deeply rewarding, and I couldn’t have reached this point without the support and encouragement of so many people.
I owe enormous thanks to my colleagues, who generously shared their insights and experiences throughout my research. To my family, who patiently supported me through early mornings of reading and writing, thank you for believing in me. I’m also grateful to the staff and officers at my local council, whose openness and willingness to engage with my work made this research possible. And to my supervisor at the University of Aberdeen: your guidance, challenge, and unwavering support helped me develop as both a researcher and a leader.
Genuinely, I enjoyed every aspect of this process, from wrestling with complex theories to hearing the authentic voices of practitioners in our schools. The learning has been profound, though it’s brought with it a interesting paradox: the more I learned, the more I realised how much I still don’t know. That sense of intellectual humility, of recognising the complexity and nuance in educational leadership, has perhaps been the most valuable lesson of all.
Thinking about Leadership Development in Scottish Primary Schools
In my dissertation, I explored the evolution and current state of leadership development within Scottish primary education, with a particular focus on understanding the relationship between government policy and what practitioners actually experience in schools. I used Critical Discourse Analysis to examine how legislative frameworks and professional standards from the GTCS and Education Scotland shape the pathways available to aspiring leaders.
What emerged from my research was revealing: a “preparedness paradox” where formal qualifications don’t always fully equip leaders for the complex bureaucratic and emotional demands of the role. My research also brought to light concerns about a potential succession crisis, influenced by how leadership is perceived among teachers. Many colleagues spoke openly about excessive workloads and limited autonomy as significant factors when considering leadership positions.
My study explores the possibility of a more context-sensitive, organic approach to developing school leaders, one that brings together national accountability with the relational reality of primary schooling. There’s an opportunity here to develop leadership pathways that better prepare people for what the job genuinely entails, creating a stronger bridge between policy expectations and classroom realities.
Discussion about my dissertation.
If you are interested in a summary of the dissertation then I have attached a NotebookLM generated discussion of my paper, (and if you are involved in any sort of learning, I can’t recommend this tool highly enough), it gives a interesting overview of what my paper is about and what my research discovered.
It’s important to note that my research was conducted within certain limitations. The pool of participants was relatively small, which means we need to be thoughtful about how broadly these findings might apply across different contexts. Additionally, the study took place within a rural and semi-rural authority, which brings its own unique characteristics and challenges. These contextual factors are worth keeping in mind as we consider the conversations and any insights that emerged from this work. While the themes may resonate more widely, they’re particularly rooted in the experiences of individuals working in these specific settings.
Finally, while this study explores important questions about leadership development, the reality of working in a rural / semi-rural authority means dedicated individuals doing their absolute best in sometimes challenging circumstances. That commitment and resilience was evident throughout my research.