Mapping the Path or Going with the Flow? Exploring Pathways to Teacher Leadership
Do we want to have our career mapped out, or are we happy to ‘go with the flow’? This question resonates deeply with many educators as they navigate the dynamic and sometimes unpredictable path of their professional journey.
There is a growing body of research that recognises that the quality of school leadership is a significant factor in improving student outcomes. According to the NSW Department of Education (2025), “Developing strong teachers into effective leaders not only elevates the profession but also ensures that students receive the high-quality education they deserve.” As education systems increasingly acknowledge the crucial role of school leadership in driving student learning, the need to support and develop teacher leadership has never been more pressing.
When teachers are actively included in decision-making, both school performance and teacher morale improve (NSW Department of Education, 2025). Teachers bring crucial classroom insights and practical expertise, serving as a vital link between policy and practice. As such, building leadership pathways should not be limited to those in formal roles; all teachers benefit from opportunities to lead, influence, and innovate within their contexts.
However, recognising teacher leadership goes beyond assigning a title. It includes nurturing reflective practice, offering professional learning, and creating structures where teachers can contribute meaningfully.
The identification of emerging school leaders is rarely linear. Teachers may self-nominate, be recommended by principals, or experience informal encouragement, described as “tapping on the shoulder”, (Myung, Loeb, & Horng, 2011; Williams, 2021). These pathways can shape how teachers perceive their leadership potential and career trajectory (Lipscombe, Brown, and Tindall-Ford, 2025).
Yet, many teachers do not begin their careers with a clear leadership ambition. Grootenboer et al. (2023) identified three distinct leadership pathways for middle leaders:
- Accidental - arising from unexpected opportunities and contextual factors;
- Aspirational - driven by deliberate planning and career ambition;
- Anointed - where individuals are chosen or encouraged into leadership without formal application.
Regardless of the path, once appointed, middle leaders tend to undertake similar developmental experiences, often self-directed, reflective, and situated within their professional context.
Recognising and fostering teacher leadership can play a critical role in addressing teacher attrition. Research shows that many Australian teachers leave the profession within the first five years (Grattan Institute, 2023; Weldon, 2018). Providing opportunities for leadership development in the early years of teaching not only builds capacity but also contributes to greater job satisfaction and renewed purpose (AITSL, 2020).
Leadership development offers more than just professional growth and career progression. It can re-energise classroom practice, foster innovation, and strengthen school culture. Importantly, it provides teachers with a sense of agency, voice, and autonomy,factors closely linked to retention and motivation.
A strategic and inclusive approach to leadership development ensures that the next generation of school leaders is more diverse, representative, and prepared. Systems that invest in the leadership capabilities of all teachers, regardless of their background, role or experience, strengthen the profession and provide a robust pipeline of motivated educators ready to step into more senior roles.
Whether a teacher's journey into leadership is mapped or meandering, what matters is that schools and systems create the conditions for leadership to emerge, be recognised, and flourish. By doing so, we not only build stronger schools but also ensure that leadership becomes a sustainable and attractive career pathway for our profession’s future. I am proud to be a leader in the NSW public education system where this approach is embedded.
References
- Australian Institute for Teaching and School Leadership. (2020). Induction of beginning teachers. https://www.aitsl.edu.au
- Grattan Institute. (2023). Reform the teacher workforce blueprint.
- Grootenboer, P., Attard, C., Edwards-Groves, C. J., Tindall-Ford, S., & Ahern, S. (2023). Becoming a middle leader: Accidental, aspirational, or anointed. Leading & Managing, 29(1), 43,50.
- Lipscombe, K., Brown, L., & Tindall-Ford, S. (2025). [Forthcoming research on leadership identification processes].
- Myung, J., Loeb, S., & Horng, E. (2011). Tapping the principal pipeline: Identifying talent for future school leadership in the absence of formal succession management programs. Educational Administration Quarterly, 47(5), 695,727.
- NSW Department of Education. (2025). Teacher leader development literature review.
- Weldon, P. (2018). Early career teacher attrition in Australia: Evidence, definition, classification, and measurement. Australian Council for Educational Research. https://research.acer.edu.au
- Williams, J. (2021). Leadership journeys in schools: Mapping informal and formal identification processes. Australian Educational Leader, 43(3), 34,39.
Corinna Robertson
ACEL NSW Branch Executive