Teachers often feel that they don’t have time to research; the pressures on the teaching profession are immense and the last thing a leader needs to do is add more work to an overburdened workforce. However, I felt that the value of research to inform teaching practices was so important that I made the decision to include a research-based performance management target for all teachers, including myself. Our performance management targets include aspects that are familiar to many schools, but one target was purely about researching an area of personal interest. The key aim was to allow teachers the freedom to think differently, to take calculated risks, to be allowed to try new approaches and to reflect upon their own practice. During the autumn term performance management discussion, the initial direction I gave each teacher was to consider an area they would be interested in and then form a research question. The range of ideas coming from the teachers in such a small school w
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