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Exploring diversity in principal promotions: A systematic review of global trends and challenges
Date
2025-09-26
Abstract
The role of school principals is pivotal in enhancing pupil achievement, second only to high-quality classroom instruction. Yet, despite growing global diversity, school leadership remains largely homogeneous, with women and ethnic minorities significantly underrepresented. This systematic review examines diversity in principal promotions across primary and postprimary schools. Twenty-five empirical studies published between January 2015 and March 2025 were analysed, revealing persistent biases in selection procedures, particularly around race and gender. Women face internal barriers such as self-doubt, alongside external systemic discrimination. Ethnic minorities, especially Black and Latinx individuals, encounter compounded disadvantages due to intersecting racial and gender biases. Multiple minority identity individuals face heightened obstacles in career advancement. Feminist theory and critical race theory offer a lens to analyse these inequalities, emphasising intersectionality. Key barriers include lack of mentorship, gender bias and entrenched stereotypes. The review also highlights the neglect of other diversities—such as age, disability, national origin, sexual orientation, social class and religion. Inclusive promotional practices and targeted interventions are urgently needed to build a leadership pipeline that reflects today’s diverse school communities
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Description
Publisher
Sage
Citation
Educational Management Administration & Leadership pp.1–20
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Funding Information
Sustainable Development Goals
External Link
License
Attribution-NonCommercial-ShareAlike 4.0 International