This research explores the diversity landscape in promotional practices within educational institutions at both primary and post-primary levels, focusing on the systemic barriers faced by various demographic groups aspiring to become school principals. The central research question is: How do diversity factors such as gender, race, and ethnicity influence promotional opportunities and practices in educational leadership globally? The study seeks to explore not only the challenges these groups face but also the emerging practices aimed at fostering equitable pathways to leadership. The role of school principal is an important one, and it is widely understood that good leadership practices have a profound impact on pupil achievement, being second only to outstanding classroom instruction (Leithwood et al., 2023). Knowing this should impact the way in which school principals are selected to best serve their school communities. In a world that is becoming increasingly diverse, there is a lack of diversity present in the make-up of school principals globally (Bailes & Guthery, 2020).

Grounded in critical theory, this research adopts a social justice lens to investigate how structural inequities persist in global educational systems, despite progressive diversity initiatives. The framework critiques institutional norms that perpetuate exclusionary practices, highlighting power dynamics and the role of implicit biases in hiring decisions. The concept of "person-organisation fit" emerges as a key analytical construct, interrogating the extent to which schools privilege cultural conformity over diverse competencies. Intersectionality theory is applied to examine the compounded disadvantages faced by women of colour, who navigate both gendered and racial barriers in their pursuit of principalship roles. A systematic review of published journal articles was conducted on diversity in promotional practices for the role of principal in primary and post-primary schools globally. Twenty-four empirical literature studies dating from January 2015 to December 2024 (10 years) were identified for inclusion in the analysis phase. The findings suggest that internationally, a lack of diversity is evident in promotional practices, which negatively impacts individuals based on race, gender, and age.

An international dimension is crucial to this research, with the study spanning educational contexts in diverse countries, including the United States, Ireland, Australia and others. These comparative insights underscore the pervasive yet context-specific nature of promotional inequities and provide a comprehensive understanding of the interplay between cultural expectations, policy environments, and structural biases. This transnational exploration contributes to broader conversations about leadership diversity in education and offers insights for global policy and practice improvements.

Methodologically, this review utilised the PRISMA framework to ensure transparency and rigour in identifying relevant studies. The search strategy employed Boolean operators and refined search terms. The review’s framework incorporates influential concepts from workforce diversity and organisational performance literature, highlighting leadership expertise and diversity beliefs as critical factors in fostering equitable promotional practices.

The paper concludes by advocating for more inclusive and transparent promotional processes that recognise diverse competencies and mitigate bias. It also recommends policy reforms that integrate structured mentorship and diversity-focused leadership development initiatives to facilitate equitable career progression for underrepresented groups in educational leadership roles. This study contributes to the ongoing discourse on achieving diversity and inclusion in educational leadership and underscores the importance of aligning promotional practices with broader diversity and equity goals.

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