The role of school leaders is central to the school development consultancy process as they bridge the gap between normative expectations and practical implementation. This paper examines how the role of the principal, as distinct from that of the school development consultant, is defined in official documents and implemented in practice. Based on document analysis (O’Connor 2019) of policy frameworks and observational data, the study highlights key responsibilities, challenges and discrepancies between theoretical requirements and practical realities.

This research is part of the dissertation project Fields of Activity of School Development Consultants, which aims to precisely map the roles and responsibilities of school development consultants in Austria through three sub-studies. Given the limited research on this topic, it is assumed that there is considerable ambiguity about how school development consultancy is operationalized in practice (Altrichter et al., 2021, p.376). This may be due to the wide range of tasks undertaken by consultants, such as advising steering groups, coaching leaders, moderating team meetings and facilitating conferences. These different activities will be systematically explored during the research. A clear delineation of roles is crucial in order to establish what stakeholders can and cannot expect from school development consultants, who are meant to provide support rather than take on a leadership role (Altrichter et al., 2021, p.378).

"When schools are overwhelmed by the challenges they face, school development consultancy is expected to provide support during a difficult phase" (Hofbauer & Bernhard, 2023, p.148). Typically, school leaders seek consultancy services because of specific challenges or demanding school development tasks. While school leaders often cite the need for an external perspective as the main reason for consulting, Goecke (2018, p.159) categorises these motivations into development, deficit, person and offer-oriented reasons, with deficit-oriented reasons being the most common. In challenging situations, trust between school leadership and staff becomes essential, as both individual and collective trust are critical to the core work of a school (Pashiardis & Brauckmann-Sajkiewicz, 2022, p.315).

At the same time, school development consultants often act as critical friends to school leaders, balancing support and challenge in their advisory roles (Gurr & Huerta, 2013). Rather than assuming leadership responsibilities, consultants provide constructive feedback, facilitate reflection, and help navigate complex change processes. This aligns with the idea that school development is not possible without school leadership, but it is also not possible only through school leadership (Goecke, 2018, p.255). The influence of principals on staff motivation and engagement in school development processes has been analysed in studies such as the GruKo project in Austria (Hofmann & Carmignola, 2019). These studies show that a strong endorsement of development initiatives by principals is directly related to higher teacher engagement. Therefore, school leaders need to go beyond organisational tasks to foster trust and buy-in among teachers. Successful development processes require school leadership to establish a clear vision and effective communication structures (Dedering et al., 2022, pp. 349-351).

Despite the importance of the interplay between school leaders and consultants, little research has examined how their roles are differentiated or interconnected. This paper addresses this gap by analysing how these roles are defined from a normative perspective and how they function in practice in Austrian school development processes. Initial findings suggest that the clear role delineations outlined in normative documents are less clear in practice. Observations also highlight the key role and commitment of school leaders in ensuring the success of development processes.

The research adopts a qualitative approach, combining document analysis and shadowing as complementary methods. Document analysis provides a theoretical lens by examining official guidelines, in this case the White Paper on School Development Consulting (BMBWF 2024), including other related documents such as the Quality Framework for Schools (BMBWF 2022). These sources provide insights into the prescribed scope of activities, key competences and overarching goals associated with their work. By analysing these, the study provides a basis for understanding the normative expectations placed on consultants and school leaders in relation to school development processes. In addition, shadowing was used as a primary data collection method to examine how the roles of school development consultants, as defined in Ministry of Education documents, align with their actual practice. Observation provides unique insights into actual behaviours and practices that may not be captured through interviews or narratives (Flick, 2023). As a qualitative method, shadowing involves following individuals closely over time, providing proximity to their day-to-day work and enabling a deeper understanding of their actions (McDonald, 2005; Thornton, 1996). The research focuses on school development consultants at the Pädagogische Hochschule Kärnten, covering a wide range of consultancy activities including process facilitation, coaching and moderation of team meetings. Initial fieldwork involved building rapport and familiarising with the setting, while more intensive shadowing phases, planned for 2025, will involve observing up to eight consultants over several full working days. Observation data, including anonymised protocols and recordings, will be systematically analysed and compared with the standards outlined in the White Paper on School Development Consultancy (BMBWF, 2024). By capturing the interplay between defined roles and practical actions, this study aims to provide critical insights into the realities of school development consultancy practice.

A clear delineation of roles between school development consultants and school leaders is essential to avoid misunderstandings and ensure effective collaboration in school development processes. The White Paper on School Development Consulting (BMBWF, 2023, p.34) outlines the stages of the consulting process and delineates the roles of those involved. The process begins with the school leadership commissioning the consultancy in agreement with the school board. An initial meeting involving the principal, the consultant and possibly others is arranged by the school leadership. Consultants provide support but do not take on leadership roles (ibid). The principal remains the key decision-maker, responsible for implementing the school development plan and maintaining contact with the consultant. Both school leaders and consultants have to navigate ambiguity and unpredictability by adopting flexible and context-sensitive strategies (Brauckmann et al., 2019). However, initial findings from our research, based on shadowing and interviews, reveal significant discrepancies between these formal distinctions and practical realities. For example, one principal described feeling relegated to an observational role in the development process, while a consultant noted that many school leaders lack awareness of the specific formats and tools consultants can provide. These findings suggest that the boundaries between roles are often blurred, leading to potential inefficiencies and confusion. This research aims to bridge the gap between normative expectations and actual practice by exploring how activities and roles are enacted and interpreted. Clarifying these dynamics is essential to enable all stakeholders to contribute effectively and to promote sustainable and meaningful school development.

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