This study explores how teachers and school leaders in the Republic of Ireland perceive diversity in the promotion to school principal roles. Using survey data from 123 participants across primary and post-primary sectors, the research investigates attitudes toward eight dimensions of diversity: age, disability, gender, national origin and culture, race and ethnicity, sexual orientation, social class, and religious affiliation. The study applies Equity Theory to examine how fairness and merit are understood in the context of leadership progression. Findings show that disability, social class, and religious diversity are viewed as the least prioritised in current promotion practices, while gender and cultural diversity receive more support. Participants express mixed views on the impact of diversity on leadership effectiveness, with more positive responses linked to gender, age, and cultural diversity. Concerns about tokenism and the perceived undermining of merit-based promotion are common, suggesting a need for greater transparency and clarity in leadership selection processes. The study highlights the importance of aligning diversity efforts with stakeholder expectations to build trust and foster inclusive leadership. These insights offer valuable guidance for policymakers and educational leaders seeking to create a more representative and equitable leadership pipeline in Irish schools.

Authors:
Robert Hannan, University of Limerick, Ireland
Niamh Lafferty, University of Limerick, Ireland
Patricia Mannix-McNamara, University of Limerick, Ireland

About the Presenter(s)
Robert Hannan is currently a PhD Candidate at the University of Limerick with a research interest of diversity in promotional practices in primary and post-primary schools.

See this presentation on the full schedule – Wednesday Schedule

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