Abstract
Drawing on empirical data, this paper explores the Catholic leadership experiences of newly qualified teachers in Scotland and the impact this had on their faith and professional development. Set within the context of a longitudinal study that was carried out over a three-year period tracking the faith development needs of teachers, this paper is concerned with 20 teachers in their probationary year, from a mix of both primary and secondary Catholic schools in Scotland. Data were collected through semi-structured interviews conducted at the end of the participants’ first full year teaching. The findings suggest that particular leadership styles have the ability to powerfully impact on the faith of individuals and contribute to enhancing their overall professional development, giving them a clear sense of identity and purpose within a Catholic education environment.
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