Introduction

The purpose of this paper is to present an overview of the current career pathways for Assistant Principals (APs) in schools in Victoria, Australia. The theoretical framework explained below is intended to capture key influences and the envisioned future that will support leaders to progress from the Assistant Principal to the Principal role. The research contends for an equitable and structured program for leadership development that will abate the leadership crisis impacting schools both at a national and global level.

APs as pivotal members of school leadership teams is not unique to Australia but is also a significant aspect of school leadership in Europe. Research suggests that APs in European education systems similarly experience a number of challenges, impacting on their career progression and leadership effectiveness (Schratz et al., 2018). In many European countries, the pathway to principalship is often unstructured, with APs navigating informal career trajectories shaped by mentorship, networking, and individual initiative rather than systematic leadership development programs (Pont et al., 2008). The challenges identified in this study—such as leadership succession, workload pressures, and inconsistent interest in principalship—align with broader concerns in European educational leadership, where ensuring a sustainable leadership pipeline remains a critical issue. The proposal reflects the conference theme of ‘Charting the Way Forward’ in a time of uncertainty.

Background Context

This research was undertaken with APs working in schools in Victoria, Australia. Assistant principals (APs) are essential members of school senior leadership teams, yet research on their roles and career trajectories remains scarce (Soho et al., 2012; Thompson, 2019). Cranston et al. (2004) referred to APs as forgotten leaders. In addition, Zalmanson and Somech (2023) argue that the role ambiguity of APs has contributed to additional pressure on professional relationships, which impacts both AP selection and the work processes and responsibilities associated with the role. 

 Understanding the career progression of APs and their professional development needs is vital for sustaining the educational leadership pipeline, which spans early career stages, middle leadership, assistant principalship, and, ultimately, principalship. 

Conceptual Framework

Our research investigated the career trajectory of APs in Victoria, Australia, and the experiences that influenced their journeys. The study uses a dual theoretical framework: life history and ecological systems theory. The life history approach captures reflections on significant career moments, places, and influences (Dimmock & O’Donoghue, 1996), while the ecological systems theory places these experiences within a broader societal context (Bronfenbrenner, 1995).

 The career progression of APs in Australia is understood in light of the general volatility, uncertainty, complexity, and ambiguity (VUCA) that characterises leadership challenges in education worldwide (Gurr & Drysdale, 2020). In a post-pandemic world, APs are required to navigate increased teacher workload, mental health issues of staff and students, and challenges to their individual leader resilience.  This study gains particular relevance amid global teacher shortages, teacher burnout, increased resource pressures and declining interest in leadership roles (Gates et al., 2020). This is the first research study of its kind conducted in Australia. In the presentation, we present new findings on the general challenges and opportunities that characterise the career progression of APs and identify new leadership development pathways.

This proposal builds on previous research and attempts to understand the experiences of APs in Australian schools (Thompson, 2019). The methodology is a combination of conceptual ideas, reviews of the educational literature on the career progression of school leaders, specifically Assistant Principals to the role of Principal and the research findings and observations. The term “assistant principal” denotes a leadership role below principalship, sometimes referred to as vice-principal or deputy principal. These leaders in both primary and secondary schools were located one step from the principal role and in some cases had a specific portfolio attached to their role. The major source of research draws on the qualitative data gathered through semi-structured online interviews with 20 APs from diverse school systems in Victoria, Australia. At the time of the interview, the following information was collected: name, years in the profession, years in a leadership role, current role, years in current AP role, years in previous AP roles, school sector, school type, levels taught and student gender, school location and age group. Two central research questions guided the study: (1) What key influences (people, experiences, places, or events) shaped the path to becoming an assistant principal? (2) How do APs envision their future careers? In addition, research sub-questions included understanding the catalysts for the participants’ careers in teaching and leadership, the demands of daily workload, professional/personal hurdles, leadership preparation, training, and ongoing support. The data from the semi-structured interviews were transcribed and analysed through cycles of coding and review to determine the emerging and relevant themes (Miles et al., 2019). Pseudonyms were employed to maintain anonymity.

Preliminary findings reveal that many APs didn’t follow a strategic career plan. Career advancements often occur organically, with leadership opportunities arising unexpectedly. This trend was observed among both men and women; however, women's career paths were frequently more non-linear, aligning with existing research highlighting the interruptions women face in their professional journeys (Thompson & Stokes, 2023). APs often gain experience across different educational settings, emphasising the value of varied leadership contexts. The life history approach illuminated the significant impact of mentors and senior leaders. Other significant individuals or places included immediate family members, like partners and children, supportive colleagues. The study revealed only a few APs who clearly expressed aspirations for principalship, as found in previous research (Thompson, 2019). Factors contributing to this reluctance included the perceived complexity and intensification of principal responsibilities, challenges related to stress and a compromised work-life balance, and a preference for maintaining close professional connections with teachers and students. This study suggests that pathways to the AP tended to rely on three in-school factors: proactive self-development, serendipity, and championing of senior leaders, especially the principal (past and present). The study reveals an important discovery around the bias in leadership appointments and the inequitable nature of leadership opportunities. Many participants mentioned that being “tapped on the shoulder” was a common and serendipitous way to become an AP, highlighting a need for more schools to adopt more inclusive and equitable leadership development structures within schools. Organisational practices should aim to provide accessible leadership opportunities for all rather than relying on subjective selection by senior leaders. This study underscores the necessity of promoting fair, structured pathways for leadership advancement within schools and highlights the urgency with which schools need to build leadership capacity to meet future demands in uncertain times.

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