International research (e.g. Moos et al. 2011; Day and Gurr 2016) consistently shows the importance of leadership development. Lovett et al. (2015, 138), from an extensive review of the literature, note that there is general agreement that ‘school leaders need high levels of self-efficacy, resilience, self-awareness and judgement in order to cope with the emotional demands and complexities inherent in school-based ethical decision-making’. Research evidence also shows that given the intensity of the job, the emotional demands, the accompanying workload and the high-stakes accountability cultures in which they work, principals suffer from high levels of occupational stress (Mahfouz 2018; Phillips and Sen 2011). It is perhaps unsurprising therefore that many education systems are experiencing difficulties in recruiting and retaining school principals (MacBeath, O’Brien and Gronn 2012). A decade ago the OECD (2009) reported that 15 of the 22 participating countries had difficulties in finding a sufficient number of qualified candidates. Within this context, this paper considers the professional and personal development needs of school leaders and seeks to explore the difference that the provision of a mentor makes. An extension of earlier research into the professional development needs of heads of leading independent schools (Earley, Bubb and Berry, 2016), it looks specifically at the journeys of 15 new heads and their mentors for two years, from the head-designate period. It argues that whilst the provision of leadership development opportunities continues to be essential, greater attention needs to be given to individuals and their personal development - their wellbeing and developing the personal qualities and traits required for school leaders to operate successfully in such demanding working conditions.

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