Abstract
Despite the popularity of shared leadership models, notably distributed leadership, the role of the principal remains paramount. It is also a universal feature, with schools being led by principals or head teachers in every country in the world. Depending on the size of the school, the principal is supported by other senior and middle leaders to create a management hierarchy. This also creates promotion opportunities for teachers; a career ladder from the classroom to the principal’s office. Despite this clear pathway, there is evidence from many countries that teachers are not anxious to secure promotion and are particularly reluctant to access headship roles (Bush, 2011; Thomson, 2009). This problem was addressed in England in the first decade of the millennium through a succession planning programme designed to encourage head teacher recruitment and retention (Bush, 2011; National College for School Leadership, 2007). The programme (National College for School Leadership, 2007) and the linked evaluation (Bush, 2011), established several reasons for the difficulty in recruiting and retaining heads, especially in small primary schools and in faith schools.
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