Leadership for learning: a case of leadership development through challenging situations

This study provided an understanding of the leadership learning of principals (they are called headteachers in England) by exploring their practices and perspectives when dealing with challenging situations. The research methodology used semi-structured interviews to capture the experiences of primary school principals as they described the challenges they face and the way in which they learn from them. The findings show that primary school leadership is embedded in relationships that are complex and challenging. Strategies and coping mechanisms principals use to deal with challenges are similar and reflect the powerful influence of values, trust and emotional resilience. The insights presented in this study should inform the future research agenda in educational leadership. Strategies that enable principals to experience more planned and meaningful development are presented. These include formal coaching systems, the formation of meaningful networks and guided critical reflection on experiences. A framework for integrated leadership development, which supports the aspects of leadership acquired through real-life challenges, is also proposed. This should enhance those aspects of leadership that can be learnt through challenging situations and better equip principals to manage and lead their schools.