Investigating impediments to Catholic principalship: a sequential mixed methods study

Abstract Over the past two decades there has been an alarming trend of decline in applications for senior leadership roles within the New South Wales Catholic schools’ sector. This decline in the uptake of senior leadership roles was echoed across compulsory educational sectors in the developed world. The perception of the role of school leaders, and in this circumstance Catholic school leaders, was often defined by long hours, an ever-increasing complexity of educational and compliance accountabilities, and shifting expectations of parents and other stakeholders. These combined factors distracted leaders from the core business of student learning, which made these roles less attractive. As educational systems grapple with this decline, a significant body of research has emerged highlighting the pivotal role that highly effective principals play in creating conditions that influence student achievement. Based on this evidence, employing authorities endeavoured to challenge existing structures that discouraged teachers from aspiring to the role of principal and to establish professional learning frameworks to support emerging leaders. The purpose of this study was to gather information on a specific system of Catholic schools within the New South Wales, Australia education sector. The research explored a gap in knowledge about how system processes and practices presented challenges (barriers or hurdles) or opportunities to succession to principalship. An exploration of the relationship between the decline in applications for senior leadership roles in schools and the system influences within a sector of Catholic schools may help identify the internal and external barriers to leadership succession. The research methodology included quantitative and qualitative data sources sequentially collected across two phases of study. In phase one, data collection consisted of a survey of aspirant leaders and current school principals within the sector. Findings highlighted the main influences that acted as either incentives (challenge, service to a cause and alignment of values)or impediments (task complexity, workload and impact upon lifestyle) to teacher and principal career decisions. Survey participants were invited to a semi-structured interview – phase two – to further discuss influences on decision-making processes along their career pathways. This study filled a gap in the literature regarding how a Catholic schools’ sector can apply new knowledge to workplace processes and practices to enhance structures that promote career retention and succession planning. School systems may use this knowledge to identify and address current and future leadership needs. Systems may also use it to identify potential leaders and develop learning pathways for aspirants to acquire essential skills, capabilities, and resilience. This approach could assist aspirants to move forward in their career trajectory, securing quality Catholic leaders for the future.