The Transition of accomplished teachers from the classroom to school leadership

At a time when succession to formal positions of school leadership is high on national agendas, and when concerns are often raised as to why insufficient numbers of teachers feel motivated or equipped to undertake the roles, this study asked what could be learnt from a cohort of accomplished classroom teachers who have made that transition. Working on the basis of one-to-one autobiographical interviews, the responses revealed much in common particularly with regard to the informal mentoring relationships and professional networks that had been instrumental to each teacher's career path progression. With the emphasis now being placed on leadership preparation programs and the articulation of professional standards for school leaders, the study also revealed other factors that need to be kept in mind if accomplished teachers are to be encouraged and supported in crossing the line from the classroom to the principal's office.