Organisational identity: A critical clue to taking on and serving in the principalship

It is well known that nations increasingly struggle to recruit and retain school leaders. A critical clue across different national contexts is the intentions and motivations that draw individuals to principalship. This study examines the engagement, actions, experiences and intentions of principals in Sweden, aiming to explore their identity work in relation to taking the step into principalship and remaining in the role. Although interest in principal identity has increased, studies of principals’ identity, including an organisational perspective, are scarce. This study collects empirical data from two distinct groups: novice and experienced principals, through a qualitative survey. The results show their motifs for taking on and remaining in the principalship include caring for school development in a certain organisational context, finding belonging and pursuing further personal and professional development. That is, self-identity and organisational identity are intertwined and reciprocal. This study highlights an evolving principal identity that thrives on commitment to a particular school rather than on self-identity as a leader. The study result has immediate implications for principal employers, discussing aspects of importance in recruitment of school leaders to build reasonable pathways.