This paper will report on an investigation of the core skills of leadership which the authors define as both the emotional (i.e. lead strategist and agent of change) and the rational (i.e. knowledge and systems management) in both primary and secondary phases of education in the English state school system. This is based on the hypothesis that effective leadership skills are both compatible and transferable across phase. The paper addresses the research question – Are the core skills/ values/ strategies displayed by headteachers in primary and secondary compatible and transferable? It will begin by presenting a synthesis of existing research and literature on effective school leadership and management. Drawing upon their own first-hand experiences of work in 7 primary schools and 11 secondary schools, the authors provide a practice informed theoretical model of effective leadership in primary and secondary schools which includes rational and emotional aspects of leadership The findings suggest that the core skills of effective school leadership are not only transferable across phase, but to education systems in other countries across Europe, North America and Australasia.

The authors of this piece are a secondary deputy-headteacher with experience in 11 schools at secondary level, including headship of a Pupil Referral Unit (PRU) that included pupils from age 7 (the beginning of Key Stage Two (KS2) in England) and a primary headteacher with experiences in four schools ranging from infant (age 4-7), junior (7-11) and primary (4-11). The work contained in this piece was based on the authors’ hypothesis that core leadership skills are transferable and is researched via a synthesis of current literature into effective school leadership and the experience gained by the authors’ leadership practice and reflections on this.

The authors conclude that effective school leadership is underpinned by two common sets of values and core skills that reflect emotional and rational aspects of educational leadership. Although the authors’ recognise that some rational aspects of leadership may require development when entering a different phase of education, the vast majority of the rational, and all of the emotional, aspects of leadership are in evidence in effective school leaders. These aspects can be drawn upon as required at different stages of school development and different school environments. Therefore, the skills and values are transferable across primary and secondary phases of education.