Abstract

This article presents research undertaken with male headteachers in early years schools within the UK and explores several influencial discourses in relation to male headteachers’ identities. It seeks to examine themes inherent in headteachers’ discourses as they reflect upon their roles and experiences within the school context and consider the practice of identity construction. The article discusses the ways in which different identities are constructed for headteachers by parents, governors and wider society and also how a variety of discourses impact on men’s professional lives. It is noted that tensions are increased as a result of a multiplicity of conflicting identities for example the pressure to present both caring and distant personae. The article, building on previous research, concludes that the role of headship functions to protect men from the denigration to which other male teachers are sometimes subject. Nevertheless, it may also operate to distance them from the closer relationships which they frequently desire. This then, is a role characterised by complexity.