Deputy Principals: A Hidden Asset in Irish Schools? – MU Research
- Published: 11 December 2024
Deputy Principals: A Hidden Asset in Irish Schools? – MU Research
New research from Maynooth University sheds light on the vital yet often underappreciated role of deputy principals in Irish primary and post-primary schools. The study, titled ‘Deputy Principals: A Hidden Asset in Irish Schools?’ which was carried out over the course of 18 months in 2023/2024, provides a detailed examination of how deputy principals perceive their responsibilities and how these roles are enacted in diverse school contexts across Ireland.
You can access the full report at https://mural.maynoothuniversity.ie/19240/
The research, led by a team from Maynooth University, surveyed 120 deputy principals (49 primary; 71 post-primary) through online questionnaires and conducted in-depth one-hour interviews with 10 participants (5 primary; 5 post-primary).
This comprehensive approach provided rich insights into the challenges, satisfactions, and complexities of the deputy principalship.
The study, supported by funding from the National Association of Principals and Deputy Principals (NAPD) and the Irish Primary Principals’ Network (IPPN), identifies deputy principals as critical assets in schools. However, their roles are often overshadowed by a lack of explicit recognition in educational leadership discourse. Key findings from the study include:
1. Logistical Maintenance & Administrative Challenges
Deputy principals play a vital role in the day-to-day operations of school, from ensuring seamless logistics to implementing Department of Education initiatives. One participant described their role as a series of “unfinished conversations,” reflecting the time-consuming and reactive nature of their responsibilities.
2. Pastoral Care & Behavioural Oversight
Monitoring student behaviour and providing pastoral support is a core and deeply fulfilling aspect of the role. One post-primary deputy highlighted the satisfaction of “seeing [a student] develop and grow into a young person.”
3. Fostering Relationships & Teamwork
Building strong relationships with principals, staff, and other stakeholders is essential for shaping positive school cultures. However, deputies often feel that their own wellbeing is overlooked despite their integral role in supporting others.
4. Curriculum Leadership Under Pressure
Deputies play a pivotal role in driving curriculum innovation and adapting to changes, such as the upcoming Senior Cycle redevelopment and the €12 million funding announced for revised science subjects. However, immediate demands frequently push curriculum leadership down the priority list.
5. Unique and Multifaceted Responsibilities
Each school presents a unique context, and no two deputy principals perform the same tasks. In primary schools, over 90% of deputies are also class teachers, with many doubling as Special Educational Needs Coordinators (SENCOs). One primary deputy described the SENCO role as “mediating the failures of the system to parents,” underscoring the emotional and administrative burdens deputies often face.
The report highlights the lack of precise role definition as both a frustration and a source of flexibility, allowing deputies to adapt to their school’s unique needs. However, the researchers stress the need for systemic support to address the unsustainable workloads and emotional pressures associated with the role.
The study also points to the implications of these findings for aspiring deputies and those involved in the selection and appointment of school leaders. It calls for a re-evaluation of the deputy principalship to harness its full potential as a vital asset in Irish education.
Speaking about the findings, Dr Majella Dempsey, Associate Professor and EdD Strand Leader for Curriculum Studies at Maynooth University, commented: “Our research highlights that deputy principals are much more than operational managers—they are pivotal leaders in shaping the culture, curriculum, and wellbeing of schools. Yet, their contributions are often undervalued. This report is a call to action for systemic change to ensure that these hidden assets in our education system are fully supported and recognised.”
In September 2024, a stakeholder event hosted by Maynooth University brought together educators, policymakers, and sector representatives to discuss the report’s findings. A recurring theme was the lack of administrative support for the complex management of modern schools, which falls on senior leadership teams, adding to their already significant workload.
The release of this report coincides with broader national conversations about senior cycle reform, the integration of children with additional educational needs and the evolving challenges facing Irish schools. The findings offer a timely reminder of the critical role of leadership in navigating these changes.
About the Research
This study, titled Deputy Principals: A Hidden Asset in Schools?, was conducted by Dr Gerry Jeffers, Carmel Lillis and Dr Majella Dempsey at Maynooth University. The project was part funded by the NAPD and IPPN, whose contributions were entirely independent of the research findings.
Professional Guidance - Parent/Teacher Meeting Preparations
- Published: 04 November 2024
As schools are currently arranging parent/teacher meetings, it is perhaps opportune to consider the following issues when making decisions about the structure of these meetings. Most parents look forward to the meeting, even if it is only for a few minutes to discuss their child’s progress. The majority of meetings proceed smoothly with teachers and parents generally feeling appreciated and affirmed by the experience.
Sometimes difficult conversations take place during the course of parent/teacher meetings. Meetings are tiring for teachers, especially after a day’s work. Parents may be anxious about their child’s progress or difficulties and, while most meetings will not present any problems, there is always the possibility of tension. These are the situations where ‘what if’ conversations with staff prior to meetings could prove helpful in achieving a better outcome if one is prepared.
The preferred structure of the meeting is the first decision that you make with your staff. Many schools offer parents the option of face-to-face, online or phone conversation. No one size fits all and it depends on the school’s capacity and context.
Generally, the meetings take place over the course of a week with one particular day arranged to cover the majority of parents in a class. On this day, the school may close half an hour before the usual closing time. Circular 14/04 states: ‘In each school year there will be one formal parent/teacher meeting. This meeting will normally commence at 3.15 and will end at 5.45 pm, unless otherwise agreed at local level between all relevant parties.’ Croke Park hours may be used to extend the duration of this meeting or to provide for formal parent/teacher meetings on more than one afternoon/evening.
The following are some issues/suggestions that may need to be considered:
- What is the school’s preferred option for facilitating parent/teacher meetings? The task of allocating times to parents and especially accommodating parents who have more than one child in the school can be time-consuming, particularly when doing it with pen and paper. Some schools use an extension to one of the School Management Systems which allows parents to select their own times and which then produces the timetable for every class. There are also some school-based Apps which can assist. Depending on family circumstances, parents may also each require a separate parent/teacher meeting. Some teachers facilitate P/T meetings before or after school during the week assigned for such meetings.
- Sometimes difficult conversations take place during the course of P/T meetings. There are the situations where “what if” conversations with staff prior to meetings could prove helpful in achieving a better outcome, for example:
- What if... a parent becomes upset and/or aggressive during a parent/teacher meeting?
- What if... a parent wants to record the meeting? If online, confirm to the parent that the session is not being recorded and that there is no one else with you in the room. Ask the parent to confirm the same. Be aware that some parents may surreptitiously record a parent/teacher meeting. This is illegal and can only be done with the consent of the parties involved. Many schools now post prominent notices to this effect for face-to-face meetings.
- What if... more than the allocated time is required? Discuss and agree the procedure to be followed in these cases. There may be instances where a teacher does not feel comfortable meeting a particular parent(s) on their own. In such cases, it would be advisable to support that teacher by sitting in on the meeting or by having a support teacher present during the meeting.
- Normally, parents of children availing of additional support will want to meet those teachers. These can be arranged as a follow-up to meeting the class teacher or involve both teachers at the same time. These arrangements will depend on the school context and procedures.
Useful Resources
There are two resources on the IPPN website that teachers may find helpful in their preparation for parent/teacher meetings:
Teacher Supply Survey Results – IPPN Response
- Published: 24 October 2024
There was a higher response rate to this year’s survey - 1094 respondents in 2023; 1305 in 2024. Sincere thanks to the school leaders who provided key information.
Overall, the results show that teacher supply remains a very challenging issue for primary schools and is causing significant stress to school leaders.
Group Mentoring for Deputy Principals
- Published: 15 October 2024
Building on the experience and the learnings from last year, IPPN will run a second phase of the pilot group mentoring programme for newly-appointed Deputy Principals. We are again offering the programme to those who are currently engaged with the Tánaiste programme.
It is hoped that the group mentoring programme will afford newly-appointed deputy principals the opportunity to
- hear and talk about the experience of the practice of leadership in the company of peers
- reflect on and develop leadership practice
- build networks of peer-to-peer support.
Groups are being established linked to the following six education centre areas:
- Blackrock
- Dublin West
- Galway / Clare
- Limerick
- Monaghan
- Wexford.
Over the course of the school year, each group will have 5/6 meetings which will take take place in the afternoons, after school finishes, to make it as easy as possible for people to attend. It is envisaged that the meetings will be held in person to facilitate greater engagement, although some meetings may be convened online to evaluate the viability of a blended approach.
If you are interested in participating in this pilot group mentoring programme, please email brian.odoherty@ippn.ie.
Professional Guidance: Review of Teaching Staff Leave Policy
- Published: 14 October 2024
As we approach the end of the calendar year, it is timely that all school Boards of Management and school staff consult on a review or the development of a new Leave Policy in preparation for 2024/25 applications. This needs to be in place prior to applications from staff to the BoM in January. Conditions outlined in the policy at the time of application will apply; conditions cannot be applied retrospectively.
This highly important school policy is governed by the regulations and procedures set out in circular 0054/2019, which covers all types of leave available to teaching staff with approved contracts. Employers or Boards of Management are charged with implementing the said regulations and procedures and, along with teachers, must agree to the terms and conditions as stated within the circular.
Many types of leave are covered within the policy, including Sick Leave, Maternity Leave, Adoptive Leave, Paternity Leave, Parental Leave, Carer’s Leave, Career-Break, Job-Sharing and the Temporary Re-Assignment Scheme.
Each Board of Management must develop and maintain a policy on teacher leave. The welfare and education of the pupils must take precedence over all other considerations.
Due regard must be given by the school Board to the capacity of the school to meet its obligations to its pupils. Therefore, it may apply a limit to the number of teaching staff that may avail of leave, career-break and job-sharing, in particular at any one time. This must be considered in the context of the availability of qualified teachers as teacher supply continues to be an issue.
1mportant dates:
1. Applications by 1 February
2. Board written decision no later than 1 March
3. Applications can be withdrawn by 14 April.
A Board decision is final. A refusal decision must include the grounds for refusal.
Subcategories
On Your Behalf
Listed below are some of the meetings, events, projects, media/PR and other advocacy-related engagements that were progressed since the start of the school year.
