From urgency to agency: urban principals and the work of learning-centred leadership

The role of the high school principal has evolved significantly over the past few decades, becoming increasingly complex and requiring an orientation towards fostering both student and adult learning. Using learning-oriented leadership model, this qualitative study examined how six urban high school principals conceptualised and implemented adult learning practices. Despite competing demands, we find these principals viewed their role as critical in fostering conditions for teacher learning, including creating collaborative environments and positioned themselves and others as continuous learners. Simultaneously, they faced challenges in facilitating teacher ownership of professional learning. The study suggests that principals can build capacity for adult learning by first implementing core practices aligned with the learning-oriented model and then, gradually, expand their approach towards shifting other cultural norms. Our findings reinforce the need for district leaders, policymakers, and researchers to work together to ensure principals are supported and that the shift towards learning-centred leadership is integrated into broader school improvement strategies. Overall, this study underscores the pivotal role of principals in promoting adult learning and outlines best practices for leading such initiatives in today’s schools.