Dr Colin Howard


Associate Lecturer

Primary Education

Contact Details

email: c.howard@worc.ac.uk

Dr Colin Howard has been involved in primary education for 24 years of which over 14 years has been as a successful headteacher in both small village and large primary settings. He has a strong research background in educational leadership and the influence that school buildings have upon their stakeholders. He currently inspects schools for the Diocese of Hereford as a S48 SIAMS Inspector.




  • Ph.D (University of Birmingham 2013)
  • Title 'The Influence of new school buildings upon the motivation, morale and job satisfaction of their teaching staff.
  • M.Ed Educational Leadership (Gloucester University 2006).
  • B.Ed (Hons) (Lancaster University 1986).
  • Postgraduate Certificate in Learning and Teaching in Higher Education
  • Senior Fellow of the Higher Education Academy
  • Leading Teaching Award (University of Worcester) 2016


Teaching & Research

Teaching Interests

Colin Howard has taught on the following undergraduate and post-graduate courses. He has one completion as a Director of Studies for a PhD entitled Sustaining Teacher Quality: Associations between Primary Teachers Commitment, Professional Identity and Retention. He has successfully supervised students on the Masters Programme at the University of Worcester.


  • Primary Science, Research Methods and Dissertation Studies  (SEND focus)


  • Primary Science, Specialist Research Studies (SEND focus)

Research Interests

  • Educational Leadership
  • Retention of the Talent Pool of Teaching Professionals
  • Teachers’ Professional Lives, Motivation, Morale and Job Satisfaction.

Professional Bodies

  • Member of BELMAS


Williams, L. and Howard, C. (Series Editor, Hollis, E.) (2022) Essential Guides for Early Career Teachers: Teaching Early Years. St. Albans, Critical Publishing. (in press)

Howard, C. and Paige, R. (Series Editor, Hollis, E.) (2022) Essential Guides for Early Career Teachers: Professional Behaviours. St. Albans, Critical Publishing. (in press)

Howard, C. & Dhillon, J.K. (2021) Outstanding Primary Leadership in Times of Turbulence. Education Sciences, 11 (11). p. 714. ISSN EISSN 2227-7102 https://eprints.worc.ac.uk/11491/

Howard, C. (2021) Mentoring teacher trainees in times of COVID-19: reflection on practice. Practice: Contemporary Issues in Practitioner Education. ISSN Print: 2578-3858 Electronic: 2578-3866 (In Press)

Howard, C. and Dhillon, J.K. (2021) Q-sort as a tool for promoting outstanding leadership. Practice Contemporary Issues in Practitioner Education. pp. 1-9. ISSN Print ISSN: 2578-3858 Online ISSN: 2578-3866 https://eprints.worc.ac.uk/10180/

Howard, C. (2020) The role of the built environment in schools: Developing teachers’ professional identities and motivation. In: Social and Learning Relationships in Primary Schools. Bloomsbury Academic, London, pp. 139-159. ISBN 9781350096066 https://eprints.worc.ac.uk/9955/

Howard, C., Carroll, J., Owens, J. and Langston, D. (2020) The School's Mentor Guide: How to mentor new and beginning teachers. Learning Matters . Sage Publications, London. ISBN 97815626494511 https://eprints.worc.ac.uk/10173/

Howard, C., Burton, M. and Levermore, D. (2020) Children’s Mental Health and Emotional Well-being in Primary Schools : A Whole School Approach (2nd Edition). Primary Teaching Now. Learning Matters, Sage Publications, London. ISBN 9781526469215 https://eprints.worc.ac.uk/10174/

Kington, A., M. Watkins., Howard, C., B. Bingle. & Robinson, C. (in prep 2019-21) The Impact of Professional, Situated and Personal Critical Events on Mid-career Teacher Identity

Kington, A., Bingle, B., Howard, C. & Watkins, M. (in prep 2019-21) Primary Teachers’ Constructs of Mid-career Professional Identity. Journal of Constructivist Psychology

Kington, A., Buckler, S., Watkins, M., Howard, C. & Howarth, S. (in prep 2019-21) Inner Sanctum or Place to Hide? The role and impact of primary school staffrooms 

Dhillon, J., Howard, C. & Holt, D. (2019) Outstanding leadership in primary education: perceptions of school leaders in English primary schools. Management in Education. Available at https://eprints.worc.ac.uk/8739/

Howard, C. (2018) Planning and Assessment. ‘From Your Primary School-Based Experience’ and Howard, C. & Bingle, B. (2018) Behaviour Management and Classroom Discipline. ‘From Your Primary School-Based Experience’. In Hymer, B. & Lockney compiled by NASBITT (2018) Themes and Issues in Primary Education.

Blackmore, K., Howard, C. & Kington, A. (2018) Trainee Teachers’ Experience of Primary Science Teaching, and the Perceived Impact on Their Developing Professional Identity. European Journal of Teacher Education. pp. 1-20. ISSN 0261-9768 Online: 1469-5928 (In Press) 

Howard, C., Carroll, J., & Knight, B. (2018) Understanding British Values in Primary Schools: Policy and Practice. Transforming Primary QTS . SAGE Publications Ltd (Learning Matters), London, UK. http://eprints.worc.ac.uk/6345/

Billingsley, B., Ramos Arias, A., Blackmore, K. & Howard, C. (2018) Teaching Evolution in Rural Primary Schools. Wellcome Trust: 'Evolution on Rural Tour'

Howard, C., Burton, M., Barrell, R. & Levermore, D. (1st edition) (2017) Children’s Mental Health and Emotional Well-being in Primary Schools. A Whole School Approach. Learning Matters. Sage Publications Ltd, London. ISBN Paperback: 978-1473975798 Hardback: 978-1473975781 https://eprints.worc.ac.uk/id/eprint/5530

Bingle, B., Kington, A., Howard, C. & Robinson, C. (2017) Tales from the Watershed: Using repertory grids in the study of teachers‘ mid-career identity. In: Personal Construct Psychology at 60: Papers from the 21st International Congress, Cambridge: Cambridge Scholarly Publishing. ISBB 978-1-4438-8279-8

Bingle, B., Kington, A., Howard, C. & Robinson, C. (2017). Tales from the Watershed: Using repertory grids in the study of teachers‘ mid-career identity. In: Winter, D.A., Cummins, P., Procter H. and Reed N. (Eds) Personal Construct Psychology in the 21st Century, Newcastle-upon-Tyne: Cambridge Scholarly Publishing

Robinson, C., Bingle, B., & Howard, C. (2016) Surviving and Thriving as a Primary NQT. Cheshire, Critical Publishing. http://eprints.worc.ac.uk/4204/

Howard, C. & Cooke, V. (2016) ‘Key Concepts in Primary Science: audit and subject knowledge’. Critical Publishing. http://eprints.worc.ac.uk/4205/

Howard, C. & Cooke, V. (2016) The Evolution and Inheritance of the New Primary Curriculum. Teachers Media. Available at http://eprints.worc.ac.uk/4187/

Bingle, B., Howard, C., Robinson, C. & Kington, A. (2015). Tales from the Watershed: Using repertory grids in the study teachers’ mid-career identity. Paper presented at the XXIth International Congress for Personal Construct Psychology (July), Hatfield, UK

Robinson, C., Bingle, B., & Howard C. (2015) 2nd Edn. Your Primary School Based Experience. A Guide to Outstanding Placements. Cheshire. Critical Publishing

Cooke, V. & Howard C. (2015) Practical Ideas for Teaching Primary Science. Cheshire. Critical Publishing

Howard, C. & Blackmore, K. (2015) ‘A hard nut to crack- improving primary trainee teacher confidence in teaching physical processes topics’. Science Teacher Education, Vol 73 (June) Association of Science Education. Available http://www.ase.org.uk/journals/science-teacher-education/

Howard, C. (2014) The Role of Posters as a means of Summative Assessment. Available at http://www.worc.ac.uk/edu/documents/The_Role_of_Posters_as_a_means_of_Summative_Assessment.pdf

Cooke, V. & Howard, C. (2014) Talk: Using dialogic talk in science. Available at http://eprints.worc.ac.uk/3518/

Howard, C. (2013) The influence of new school buildings upon the motivation morale and job satisfaction of teaching professionals. Paper presented to the 11th Annual Conference School of Education Research Conference: University of Birmingham. ISBN9780704428317

Robinson, C., Bingle, B., & Howard, C. (2013) Primary School Placements: A Critical Guide to Outstanding Teaching. Cheshire, Critical Publishing