1) It is recognised that there is a decrease in interest in the role of principal, and that the longer a teacher spends in the classroom, the less aspiration they have to move into leadership (Williams & Morey, 2015). However, is this due to a building interest and confidence in personal skills in teaching in a classroom? Is it that early career aspiration is about escaping the challenging environment of the classroom? Or could it be that teachers see the role of principal as attainable (false sense of readiness) in early career teachers, but with time and experience in a school the challenge and complexity of the role becomes too evident and results in teachers shying away from the role of the principal?
2) Wasonga and Murphy (2007) identify the dispositions required of leaders to drive student outcomes. One of these is the skill of being egalitarian in their beliefs. The values of egalitarianism in education is also raised by Asplund (2019). Yet, the practice I am proposing of Talent Management, with targeted systematic and strategic identification, recruitment, recommendation and support of aspirants, could be seen as contrary to the values of egalitarianism.