This paper reports on an ongoing study of the professional development needs of principals of fee-paying schools in the UK (200) and internationally (50) carried out in 2016. Research in the area of independent school leadership in Europe is sparse but many of the challenges and issues faced by principals are likely to be similar to those in state schools. For successful school leadership, skills, expertise and experience will be needed, for example, to work confidently with governors, to have insight into marketing and financial management, and to be able to build positive relationships and establish effective communication with staff, students, parents, prospective parents and the community. Research and inspection evidence across Europe (Huber 2013; Moos et al 2011; Day et al 2011, Clarke et al 2013) consistently shows that highly successful heads are optimistic, enthusiastic and curious, committed to social justice, equity and excellence, and show respect and empathy for others. They are resilient, persistent, pursuing excellence and putting pupils first, showing drive and determination, courage, conviction and integrity - only the best will do for such professionals (Earley, 2013). However, principals suffer from high levels of occupational stress (Bakker, 2015; OECD 2013; Lovett et al 2015).

This research will make an important contribution to the study of independent school leadership across Europe by contributing to the existing evidence base. The findings will enable us to understand how to support principals as the role becomes increasingly complex and to make recommendations to inform future development of support services.

 The research questions are to: 

 Identify and clarify the challenges encountered by principals of fee-paying schools, and how these challenges vary between different groups, i.e. new principals, experienced principals, those taking up a second headship, long-serving principals (8+ years), boarding and day schools.

• Examine how leaders are dealing with the challenges and currently getting support.
• Understand how fee-paying school principals can be better supported.

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