The primary goal of initial teacher education (ITE) is to ensure that graduates are classroom ready. However, the responsibilities of teachers extend beyond their own classrooms to include collaboration, decision-making, and leadership within school communities (Acquaro, 2019; Acquaro & Gurr, 2021). There is growing recognition of the need to incorporate leadership learning into ITE, with leading global providers emphasizing the importance of linking leadership knowledge and skills to teacher preparation courses (Acquaro, 2019; Kaçaniku, F., & Rraci, E., 2023; King, F., McMahon, M., Nguyen, D., & Roulston, S., 2019; Murphy, G., & Smith, G., 2018). This integration aims to cultivate a highly skilled teaching workforce capable of adapting to the evolving demands of the profession. 

While not all teachers aspire to formal leadership positions, they operate within a professional landscape that provides opportunities for career growth. Understanding schools as organizations, recognizing leadership structures, and engaging in professional communities enable graduates to make informed career decisions (Leithwood et al., 2020). Leadership literacy enhances their ability to assess alignment with a school’s vision and values, thereby fostering professional satisfaction and well-being. 

The need for workforce and succession planning is urgent, particularly given the growing levels of burnout among school leaders and the aging leadership population (Dicke et al., 2024; OECD, 2022). International research highlights the increasing complexity of school leadership roles, and the stress associated with them (Ng, 2021). At this critical juncture, marked by teacher shortages, declining student outcomes, and evolving professional demands, it is essential to embed leadership literacy within ITE to equip graduates with the skills necessary to navigate these challenges. 

This paper draws on findings from a research project which examines leadership education within ITE and its relationship to leadership literacy, positive workplace cultures, career satisfaction, and organizational sustainability (OECD, 2022; Torres, 2022). It explores how greater leadership literacy can help teacher graduates successfully transition into the profession, enhance resilience and agency, and contribute to educational improvement at state, national, and global levels and presents a model to show the link between leadership literacy and the development of core competencies. 

The paper draws on two key research questions:  

1. How does teaching leadership literacy in ITE impact graduates’ preparedness for their transition into the profession? 

2. What role does leadership education play in fostering self-awareness, resilience, and self-efficacy among teacher candidates? 

 
The paper situates leadership literacy within global discourses on teacher education, equity, and workforce diversity, contributing to broader conversations on sustainable teacher workforce development. It explores leadership literacy as a critical capability in ITE, addressing the urgent need to prepare teacher graduates for diverse and complex educational settings. The paper explores whether leadership literacy as a core aspect of professional formation, can enhance early career teachers’ ability to contribute to equitable and inclusive school cultures, aligning with global priorities for education.  

The paper is grounded in an interdisciplinary theoretical framework that includes: 

• Affective Organizational Commitment - examining the emotional bonds teachers form with their institutions, particularly in environments emphasizing equity and inclusion (Meyer & Allen, 1991). 

• Career Ecosystems- Analysing how dynamic, interdependent career landscapes influence teacher retention and development (Baruch, 2015). 

• Generational Differences in Work Values: Exploring how Millennials and Generation Z prioritize equity, social justice, and diversity in their professional choices (Twenge et al., 2010). 

• Psychological Contracts: Investigating the evolving expectations between early career teachers and their employing schools, with a focus on culturally responsive practices and equitable organizational cultures (Rousseau, 1995; Robinson et al., 2018). 

This research adopts a longitudinal mixed-methods approach, combining theoretical synthesis, descriptive analysis, and empirical inquiry to comprehensively explore the integration, receptivity and early impact of leadership education in ITE programs. A first stage of data collection occurred with one ITE provider across current and graduate cohorts. This data set includes 42 current Teacher Candidates. The ongoing study will include data from international research partners including Norway and Hong Kong across 2025 and 2026. The study comprises three key phases: Literature Review: A comprehensive analysis of research, policy documents and reports conducted to establish a theoretical foundation within an international context. The review encompassed research on teacher shortages, attrition rates, workforce diversity, and leadership in education. Databases, government and regulatory body reports were also accessed to search terms such as leadership education, leadership literacy in ITE, as well as terms associated with organisational sustainability such as workforce planning, psychological contracts and job-person fit. The review sought to identify current practices and challenges in integrating leadership development within ITE programs globally. Empirical Study: The initial data has been collected from graduates of a post graduate teaching degree in Melbourne, Australia who as part of their studies completed a leadership subject. Data was collected via surveys and focus groups. A survey instrument, incorporating Likert scale items and open-ended questions, captured quantitative and qualitative data on participants’ perceptions of leadership development and their experience of the leadership education. A sample of current and recently graduated pre-service teachers attended focus groups conducted virtually using Zoom. Semi structured interview protocols guided discussions on participants’ experiences, aspirations and perceived barriers to leadership opportunities. Thematic analysis was performed employing both inductive and deductive coding to identify emergent themes and patterns Model Development: Drawing from empirical findings and theoretical synthesis, a leadership literacy model has been developed, emphasizing core competencies such as emotional intelligence, resilience, self-efficacy, and culturally responsive practices. The study acknowledges potential limitations, including self-report bias in surveys and the contextual specificity of findings. Efforts to enhance generalisability include diverse sampling and triangulation of data sources. This comprehensive methodological approach ensures a rigorous exploration of leadership education integration in ITE programs, contributing valuable insights to inform policy and practice in teacher education.

The paper underscores the pivotal role of leadership literacy in equipping pre-service teachers to navigate and contribute to equitable school cultures. Leadership literacy fosters self-awareness and an understanding of professional environments, enabling teachers to align their values with organizational cultures that prioritize equity and inclusion. By equipping teachers with the competencies to lead within classrooms and contribute to broader school cultures, this research supports the global agenda for inclusive and equitable education systems. Findings demonstrate that teachers with strong leadership literacy exhibit higher resilience, emotional intelligence, and commitment to equity-driven practices. Findings also show alignment between personal values and organizational culture is critical for early career teacher retention. Furthermore, the paper underscores the importance of fostering a leadership mindset from the outset of a teacher's career, challenging traditional notions of leadership as solely the domain of experienced educators. As education systems globally grapple with teacher shortages and retention issues, this research offers a promising avenue for cultivating a more resilient, satisfied, and effective teaching workforce. By equipping new teachers with leadership literacy, we not only enhance their individual capacities but also contribute to the overall improvement and sustainability of educational institutions. These findings have significant implications for policy and practice in teacher education internationally with similar challenges being experienced globally in attracting teachers to the profession. These findings suggest a need for systemic integration of leadership literacy across ITE curricula, potentially reshaping accreditation standards and professional development frameworks. Future research should explore the long-term impact of leadership literacy on teacher career trajectories and its influence on student outcomes, further solidifying its place as an essential component of teacher preparation in these complex times.

Acquaro, D. (2019). Developing leadership literacy in pre-service teachers: The case for initial teacher education reform. Australian Journal of Teacher Education, 44(6), 47–64. Acquaro, D., & Gurr, D. (2021). Teacher leadership in initial teacher education: Opportunities and challenges. Journal of Educational Administration, 59(4), 523–538. Baruch, Y. (2015). Career ecosystems: A conceptual framework for careers in the 21st century. Human Resource Management Review, 25(2), 206–217. Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass. Dicke, T., Marsh, H. W., Riley, P., Parker, P. D., Guo, J., & Horwood, M. (2024). The emotional toll of school leadership: Stress, burnout, and career sustainability among principals. Educational Management Administration & Leadership, 52(1), 15–36. Kaçaniku, F., & Rraci, E. (2023). An exploration of teacher leadership: Are future teachers ready to lead? Center for Educational Policy Studies Journal, 13(4), 37–62. King, F., McMahon, M., Nguyen, D., & Roulston, S. (2019). Leadership learning for pre-service and early career teachers: Insights from Ireland and Scotland. International Studies in Educational Administration, 47(2), 73–90. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61–89. Murphy, G., & Smith, G. (2018). Leadership learning in initial teacher education (LLITE). SCoTENS Ng, S. (2021). Leadership stress and burnout among school principals: A systematic review. Journal of Educational Change, 22(3), 375–398. OECD. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. Robinson, S. L., Stokes, P., & George, J. M. (2018). Psychological contracts in the workplace: A review and future research agenda. Journal of Organizational Behavior, 39(4), 512–528. Rousseau, D. M. (1995). Psychological contracts in organizations: Understanding written and unwritten agreements. Sage Publications. Torres, A. C. (2022). Building sustainable school leadership: The intersection of policy, practice, and teacher retention. Educational Policy, 36(2), 285–307. Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 36(5), 1117–1142.