This study examines educators’ perceptions of diversity prioritisation in leadership promotion practices within primary and post-primary schools in the Republic of Ireland, with particular attention to generational differences informed by generational cohort theory. Using a quantitative, cross-sectional design, data were collected via an anonymous online survey (N = 123). Participants, comprising practising teachers and school leaders, rated their agreement with statements relating to the current prioritisation of diversity, the extent to which diversity should be prioritised, and the perceived impact of diversity on leadership effectiveness and school performance. Eight diversity dimensions were examined: age, disability, gender, national origin and culture, race and ethnicity, sexual orientation, social class, and religion. Descriptive analyses revealed broad support for diversity in leadership promotions across all age groups, with the strongest endorsement consistently expressed by the youngest cohort (20–29 years), suggesting a possible generational pattern within this exploratory sample. Overall, the findings point toward widespread but uneven support for diversity in leadership, shaped by generational shifts. This study highlights perceived support for more transparent, structured, and diversity-sensitive promotion frameworks within this sample to align practice with evolving professional values.
Hannan et al. (Thu,) studied this question.