It seems everyone is expected to be a leader of some sort. This is exemplified in student programs in schools and professional learning programs for teachers, middle and senior management. Fair enough, it is good to be aspirational about career pathways in the profession you have joined. A profession which encourages its members to continuously learn, improve and invest in future capabilities.
While it is true that many teachers aspire to leadership roles, not every aspirational teacher is destined to become a school principal. The role of a principal demands a distinct set of skills and responsibilities that differ significantly from those of classroom teaching, or even middle and senior management. An educator may excel in fostering academic growth, building relationships with students and creating engaging lessons, but the transition to a whole school responsibility requires mastering complex organisational needs, managing staff dynamics and addressing a broad spectrum of community expectations. All that, and so much more.
Another critical factor is the unique mindset and vision required for effective school leadership. Principals must possess a strategic perspective, the ability to make high-stakes decisions, and a talent for uniting diverse stakeholders around a shared vision for the school. While many teachers are deeply dedicated and skilled in their craft, not all are drawn to or prepared for the multifaceted challenges of leading an entire institution. The principalship requires a willingness to shift focus from individual student outcomes to systemic improvement, which may not align with every teacher’s professional aspirations or strengths.
The same can be said for middle and senior leaders, where they often specialise in aspects of the academic, co-curricular and well-being programs. They may also be more comfortable professionally if the principal makes the final decision on very challenging and reputationally fraught matters.
Personal priorities and career goals play a significant part in determining whether an educator pursues middle, senior and/or principalship. Leadership roles often come with increased workloads, extended hours and heightened stress levels, which can impact work-life balance. Teachers who value the personal connection and creativity of the classroom may not find the same satisfaction in administrative responsibilities. Additionally, some educators may aspire to other forms of leadership, such as mentoring, curriculum development or action research, which allow them to influence education without stepping into the top job and away from the classroom. So, while many educators possess the ambition to grow and lead, the path to becoming a principal is not the right fit for everyone – and that is ok!
Leadership at any level means as a professional, you care about your vocation and your impact on students’ and colleagues’ growth and development. Leadership in schools offers many opportunities for individual advancement, and sometimes rich conversations with experts around how you might best leverage your experiences, skills and potential to find the right leadership path for you, is a great step in next step of your leadership path.
