How the Formative Leadership Development Experiences of School Leaders Influence Middle Leadership Development in their Schools

Abstract

This study investigates how the formative middle leadership development experiences of senior school leaders shape the design and enactment of middle leadership development in New Zealand secondary schools. Guided by the literature that positions middle leadership both as a distinct practice and as a mechanism for the improvement of student outcomes and school improvement, this study examines how senior leaders’ own middle leadership journeys shape the development opportunities, support, and constraints they afford for middle leaders.

Using a qualitative and interpretive design, this study draws on semi-structured interviews with senior leaders responsible for middle leadership development, exploring their formative experiences of middle leadership, and the current practices they enact. Thematic analysis reveals three interrelated themes: (1) the meaning of leadership and its influence on development priorities; (2) the perceived impact of mentoring and relational leadership; and (3) the tension between support and formal development as distinct yet overlapping constructs.

Key findings indicate that formative experiences shape what senior leaders value in middle leadership development, including their ontological positioning and implicit theories of leadership. These constructs then shape middle leadership development priorities in their schools, often favouring mentoring and relational approaches embedded in both intentional and reactionary development. A further finding reveals the way in which senior leaders tend to reproduce, formalise or compensate for their formative experiences while acknowledging the limitations of these actions. The implications suggest that school leaders could benefit from reflecting critically on their formative experiences, and that benefit could be found in clarifying the language of support and development, increasing the intentionality of middle leadership development, broadening pathways into leadership, and strengthening mentoring practices, without over-relying on them.

This study highlights opportunities for future research to build on these findings and address limitations. A larger qualitative study would enhance transferability and future work could measure the effectiveness of middle leadership development against improvements in practice or other school outcomes. Finally, incorporating Te Ao Māori and its indigenous leadership knowledge offers an opportunity to strengthen the bicultural partnership in line with Te Tiriti o Waitangi.