An investigation into the lived experiences of primary school principals in Ireland: The role of relational leadership

Despite recognition that the complexity of school leadership necessitates enhanced support and professional learning for both newly appointed and existing principals, the lived experiences of principals remain under-researched. This phenomenological study of primary school principals in Ireland offers a nuanced account of contextual challenges and conceptualises leadership as a relational, human-centred endeavour, moving beyond traditional leader-centric and policy-driven perspectives. Investigating the impact of relational leadership on the leader, this article considers how principals navigate tensions and opportunities through the relational aspects of both authentic leadership (AL) and transformational leadership theory (TLT). The findings reveal unexpected insights into how principals respond to pressure from the external expectations of the Department of Education and Youth's policy agenda and the internalised consequences. Principals were found to internally negotiate the tensions and opportunities for authenticity in relation to themselves and others by finding safe spaces that facilitate self-care and collective support. The findings build upon and contest aspects of TLT's four ‘I’s to include a fifth ‘I’, a principal's ‘internalised leadership’, as they conceal and isolate themselves and embody personal feelings while simultaneously endeavouring to be authentic, highlighting the emotional and psychological impacts of the principal's role.