Pathways to secondary school principalship: Enablers and challenges

A recent Education Review Office (ERO) report on preparation and support for new principals in Aotearoa New Zealand revealed that they are not always well prepared for aspects of their role (ERO, 2023). Three key drivers for preparation were found to be previous leadership experience, participation in post-graduate study related to school leadership, and coaching and mentoring support. While this report focused on both primary and secondary principals in their first 5 years as principals, two other recent qualitative studies have looked specifically at pathways to principalship in secondary settings. The first study involving interviews with eight recently appointed principals, highlighted the importance of career choices, postgraduate study, targeted professional learning and development (PLD), exposure to elements of a principal’s role, and mentoring. The second study explored the enablers and challenges experienced by five female principals of co-educational schools. Aspects that were identified as both challenges and enablers in this study included the attitudes, beliefs, and perceptions of principals and others, the support and encouragement received, mentoring and PLD experiences, and work life balance. This article will draw on the findings of the two studies and the ERO report to highlight the challenges in current principal preparation in the secondary sector and make recommendations for aspiring leaders considering principalship, current principals and Boards of Trustees, and policy makers.