Leadership preparation, career pathways and the policy context: Irish novice principals’ perceptions of their experiences

Abstract

Given recent large-scale reform of school leadership and management policy with implications for leadership preparation, the Republic of Ireland is an interesting context in which to explore leadership preparation. Although policy reforms have influenced the preparation and development of school leaders at all levels in the system, there is little available research on principals’ perceptions of their preparation to lead schools in the contemporary policy context. Addressing this gap in the research, in this study 12 recently appointed, novice primary and post-primary principals’ perceptions of their preparation to become a school leader and the reformed policy context are documented and analysed. Thematic analysis of principals’ accounts exposes a range of dualities they must navigate owing to recent reforms. Their accounts also paint their diverse pathways towards the principalship, illuminate challenges and complexities on this pathway and in their current position. Their perspectives inform a more dynamic framework of leadership preparation than that of the leadership pipeline, a common metaphor in leadership preparation, with relevance for many actors in the system, including policy-makers, researchers, practitioners and those involved in selection and appointment. Implications are drawn for the Irish context but may also be relevant to other jurisdictions considering or implementing reform of school leadership preparation.

Pathways to the school principalship: An international scoping review

“…Notwithstanding disagreements on what the principalship entails, because school principals matter for schools’ processes and outcomes, understanding the push and pull factors for entry and professional socialisation practices become relevant research issues to inform policy, recruitment, preparation, and supports for practice (Crow, 1992; Stevenson, 2006). The current review updates and extends previous studies that have examined pathways concerning personal characteristics, pre-service preparation, and policy infrastructure in specific countries (DeAngelis and O'Connor, 2012; Lee and Mao, 2020; Martínez et al, 2021; Murphy, 2020) as well as earlier studies in international contexts (Huber and Hiltmann, 2010; Lumby et al, 2008; Oplatka, 2004; Pont et al, 2008).…”

“…A third concern is policymakers' emphasis on school effectiveness and improvement, particularly since the publication of studies showing principals' critical role in school-level outcomes (Leithwood et al, 2008;Robinson, 2008). In this body of work, questions of recruitment, selection, and preparation are considered paramount to ensure a highly qualified principal in each school (Murphy andHallinger, 1989, Pont et al, 2008). Growing global interest in leadership development is associated with successive large-scale educational reforms that view principals as a critical improvement lever (Bailey et al, 2021;Begley, 2008;Gumus et al, 2018;Gunter et al, 2016;Milton et al, 2020).…”

“…Generally, interest in the principalship is premised on the multiplier effect of effective principals who could potentially influence the quality of teaching and the learning opportunities of students (Davis and Darling-Hammond, 2012; Turnbull et al, 2013). Effectiveness, however, represents a highly contested set of purposes, activities, social relationships, and values shaping professional identities (Begley, 2008; Gunter, 2004; Murphy, 2020; Stevenson, 2006). Notwithstanding disagreements on what the principalship entails, because school principals matter for schools’ processes and outcomes, understanding the push and pull factors for entry and professional socialisation practices become relevant research issues to inform policy, recruitment, preparation, and supports for practice (Crow, 1992; Stevenson, 2006).…”

Desafíos y experiencias de administradores escolares novatos en el sureste de México

“…Se ha encontrado, por ejemplo, que el camino para llegar a ser director usualmente incluye algunas experiencias laborales importantes como el haber sido líder docente, o subdirector previamente, para finalmente llegar al puesto de director (Murphy, 2020). De hecho, es un elemento que suele ser tomado en cuenta durante el proceso de selección de nuevos directores (Lee y Mao, 2020).…”

“…El desarrollo del liderazgo en los directores principiantes es un ejercicio de interacción entre la preparación recibida y la socialización del puesto que les permite comprender los aspectos organizacionales del puesto (Murphy, 2020).…”