Perceptions of diversity in school leadership promotions: An initial exploratory study in the republic of Ireland

This initial exploratory study examined the perceptions of teachers and school leaders in the Republic of Ireland regarding diversity in promotions to school principalship, framed by Equity Theory, Organisational Justice Theory, and Legitimacy Theory. A mixed-methods approach was utilised within this study. Data was collected from 123 participants via an online survey comprising Likert-type statements and open-ended questions. This data was analysed using descriptive statistics and quantitative analysis for the Likert-type statements and thematic analysis was used to examine the qualitative responses, allowing for the identification of recurring patterns and themes to complement the quantitative findings. Findings indicated disparities between perceived and desired prioritisation of diversity, alongside varied perceptions of its impact on school performance and leadership. Disability, social class, and religious diversity were perceived as the least prioritised in promotion practices, while gender and cultural diversity received greater support and were more frequently linked to positive leadership outcomes. Participants reported mixed perceptions across diversity dimensions, with gender, age, and cultural diversity associated with the most positive impacts. Concerns about tokenism and the perceived undermining of meritbased promotion were widespread, reflecting the importance of fairness, transparency, and alignment with stakeholder expectations. The study underscored the need for promotion processes that are both equitable and credible, and for organisational cultures that enable diverse leaders to thrive. These findings provided a foundation for further research and policy development to foster inclusive and representative school leadership in Ireland.