Abstract/Summary

This thesis examines how professional values (Müller and Cook 2024), coupled with effective leadership (Day and Sammons, 2020), can help teachers navigate accountability pressures in UK independent schools. While much existing literature focuses on the state sector, this study offers a unique perspective by exploring independent schools, where greater professional autonomy exists. It investigates whether accountability—often linked to stress and attrition—can be managed positively through the alignment of leadership and teacher values. A sequential mixed-methods approach was adopted, combining three validated surveys adapted for the independent school sector with qualitative focus group interviews. This allowed for the collection of both quantitative data and richly contextual qualitative insights, deepening understanding of teachers’ experiences of accountability, leadership, and professional values. Findings highlight the pivotal role of leadership in shaping teachers’ perceptions of accountability. Teachers whose personal values aligned with those of leadership were more likely to view accountability constructively, while value misalignment contributed to dissatisfaction and stress. Gender differences emerged, with female teachers often reporting additional challenges in balancing accountability pressures with personal responsibilities—an important area for further exploration. The study’s implications are significant for leadership and teacher training programmes, suggesting that fostering stronger value alignment between leaders and teachers may enhance job satisfaction and mitigate accountability’s negative impacts. As independent schools face increasing competition, amplified by forthcoming policy changes, these findings provide timely insights for navigating accountability challenges. The thesis concludes with recommendations for future research, particularly in light of potential shifts in the educational landscape under changing political and economic conditions.