Every principal knows the feeling. A leadership position becomes vacant, the advertisement goes out, and the applications simply don’t come.
It’s not that schools have run out of talented teachers. The problem is that fewer teachers are looking at middle leadership and thinking, “That’s the next step in my career.” Increasingly, they’re asking, “Why would I do that?”
Changing nature of roles
Middle leaders, including curriculum coordinators, assistant principals, year coordinators, learning support leaders and faculty heads are central to every successful school. They mentor colleagues, drive curriculum improvement and provide the vital link between classroom teachers and senior leadership.
Yet these critical roles are becoming increasingly difficult to fill. Across many schools, vacancies are being readvertised and acting appointments are becoming more common. Principals are relying on the same small group of experienced staff to shoulder additional leadership responsibilities.
The roles haven’t simply become busier, they have fundamentally changed.
Overrun by admin
Many middle leaders genuinely love what they do. They value the opportunity to support colleagues, improve teaching practice and make a broader contribution to their school.
But increasingly, educational leadership is crowded out by administration. Great teachers aspire to lead people and improve learning, not spend their evenings completing compliance checklists, updating spreadsheets and responding to an endless stream of administrative demands.
This matters because today’s middle leaders are tomorrow’s principals. If fewer teachers are willing to take that first step into leadership, the pipeline of future school leaders dries up.
Leadership must be sustainable. This means providing genuine release time, reducing unnecessary administrative demands, clarifying priorities and trusting professional judgement.
Union takes up challenge
The IEU recognises these career sustainability challenges and supports current and aspiring middle leaders through professional learning, leadership development opportunities and advocacy to reduce unnecessary workload.
These initiatives recognise that great school leaders are not simply appointed, they need to be developed, supported and given time to succeed.
When schools invest in middle leaders, everyone benefits. Teachers receive stronger professional support, principals build leadership capacity and students experience better teaching and learning.
If we continue to add responsibilities without providing the time, trust and support to succeed, we shouldn’t be surprised when fewer teachers put up their hand.
If we want talented teachers to become tomorrow’s school leaders, we must ensure leadership is seen not as an exercise in endurance, but as an opportunity to make a lasting difference – for colleagues, students and the future of our schools.