Articles / Leadership Training for Headteachers: Developing School Leaders
Development, Training & CoachingExplore leadership training for headteachers in UK schools. Learn about NPQ programmes, development options, and pathways to effective school leadership.
Written by Laura Bouttell • Fri 9th January 2026
Leadership training for headteachers develops the distinctive capabilities required to lead schools effectively—combining instructional leadership, operational management, community engagement, and accountability navigation in ways that directly affect educational outcomes for thousands of children. These programmes recognise that school leadership demands a unique blend of educational expertise, managerial competence, and stakeholder relationship skills.
The headteacher role has intensified dramatically. Accountability pressures through Ofsted inspections, performance tables, and public scrutiny create stress unknown to previous generations. Financial constraints demand business acumen alongside pedagogical expertise. Workforce challenges—recruitment, retention, wellbeing—require sophisticated people leadership. Meanwhile, the core purpose remains unchanged: ensuring every child receives excellent education.
This guide explores leadership training options for headteachers and aspiring school leaders, from initial preparation through to executive headship and system leadership.
Headteacher development addresses multiple domains essential to school leadership effectiveness.
Educational Leadership Leading teaching and learning—curriculum design, pedagogical approaches, assessment practices, professional development. This instructional leadership distinguishes school headship from generic management.
Strategic Leadership Setting vision, direction, and priorities. Developing school improvement plans. Making decisions about resource allocation, staffing structure, and development focus.
Operational Management Managing school operations—budgets, facilities, compliance, health and safety, admissions, data reporting. These functions consume significant headteacher time.
People Leadership Leading staff—recruitment, performance management, professional development, wellbeing support. Managing the complexities of employment relationships in education.
Stakeholder Engagement Working with governors, parents, local authority, trust, and community. Managing relationships that shape school context and support.
Accountability Management Navigating inspection frameworks, performance measurement, and public accountability whilst maintaining focus on genuine educational quality.
| Stage | Primary Development Focus |
|---|---|
| Aspiring headteacher | Preparation for headship, system understanding |
| New headteacher | Transition support, early priorities |
| Established headteacher | Deepening effectiveness, specific challenges |
| Experienced headteacher | System leadership, succession, legacy |
| Executive headteacher | Multi-school leadership, trust development |
Several core programmes structure headteacher development in England.
NPQ for Headship (NPQH) The primary qualification for headship preparation, covering:
NPQH provides structured preparation for first headship, typically taken by deputy heads and senior leaders aspiring to headteacher roles.
NPQ for Executive Leadership (NPQEL) For those leading multiple schools or trusts:
NPQ for Leading Teacher Development (NPQLTD) Focuses on leading professional development—relevant as headteachers shape staff learning across their schools.
| Programme | Target Audience | Duration | Focus |
|---|---|---|---|
| NPQH | Deputy heads, senior leaders | 12-18 months | Headship preparation |
| NPQEL | Heads, trust leaders | 18 months | Executive leadership |
| NPQLTD | Teacher development leaders | 12 months | Professional learning leadership |
| Various CPD | All stages | Variable | Specific skills, updates |
NPQ programmes benefit from government funding through scholarships:
Headteacher Induction Local authorities and trusts typically provide induction support for new headteachers during their first years in post.
Peer Networks Headteacher associations and informal networks provide ongoing peer support and development.
Specialist Programmes Various providers offer programmes addressing specific aspects—finance, HR, governance, inclusion, curriculum.
Executive Education Some headteachers access business school executive programmes, particularly those in trust leadership roles.
Preparation for headship requires building capability across multiple areas.
Instructional Leadership Deep expertise in teaching and learning provides foundation for leading improvement. Can you articulate what excellent teaching looks like and how to develop it?
Strategic Thinking Moving beyond operational focus to consider direction, priorities, and improvement strategy. Practice thinking at whole-school level.
Financial Acumen Understanding school budgets, funding mechanisms, and resource allocation decisions. Most deputy heads need to strengthen commercial capability.
People Leadership Experience managing staff performance, difficult conversations, and team development. Headship amplifies people leadership demands significantly.
External Engagement Developing confidence with governors, parents, external bodies. Headship requires public-facing leadership skills.
| Competency Area | What to Develop |
|---|---|
| Vision | Articulating educational beliefs and improvement priorities |
| Curriculum | Deep understanding of curriculum design and implementation |
| Teaching quality | Expertise in developing teacher effectiveness |
| Culture | Creating positive, high-expectation environments |
| Systems | Understanding operational requirements and compliance |
| Finance | Budget management, resource allocation |
| People | Performance management, team development |
| Communication | Engaging diverse stakeholders effectively |
| Resilience | Managing pressure, maintaining wellbeing |
The transition to headship represents one of education's most challenging career moves.
Accountability Shock The weight of ultimate responsibility for school outcomes hits new heads hard. Everything eventually becomes your problem.
Pace of Decision-Making Headship requires rapid decisions across diverse domains. The volume and variety overwhelm many initially.
Relationship Recalibration Former colleagues now report to you. External stakeholders engage differently. Relationships must be renegotiated.
Isolation Headship can feel lonely. Fewer people available for candid discussion; more careful about what you share.
Heritage Issues Every school has history. New heads must understand context whilst driving improvement.
Mentoring Experienced headteachers mentoring new heads provides invaluable guidance. Many local authorities and trusts facilitate these relationships.
Peer Networks Groups of new headteachers meeting regularly share experiences and solutions. Common challenges feel less isolating when shared.
Coaching Professional coaching supports new heads working through specific challenges and developing leadership approach.
Induction Programmes Structured induction covering practical requirements, local context, and development support.
Professional Associations Organisations like NAHT and ASCL provide support, advice, and networking for school leaders.
| Priority | Focus |
|---|---|
| Understand context | History, culture, stakeholder dynamics |
| Build relationships | Staff, governors, parents, community |
| Assess reality | Actual school performance, challenges |
| Quick wins | Visible early improvements |
| Strategic direction | Articulate vision and priorities |
| Establish systems | Operational foundations |
| Personal sustainability | Pace, boundaries, wellbeing |
Development needs don't end with appointment. Headship requires continuous growth.
Deepening Effectiveness Moving from competence to excellence. Developing sophisticated approaches to persistent challenges. Building school capacity for sustained improvement.
Staying Current Education evolves—curriculum, assessment, pedagogy, policy. Headteachers must maintain current understanding whilst leading schools.
Addressing Gaps Self-awareness about development needs grows with experience. Targeting specific capability gaps improves effectiveness.
Maintaining Freshness Avoiding staleness after years in role. Finding new challenges, perspectives, and stimulation.
External Programmes Business school executive education, specialist programmes, international experiences—all provide external perspective and challenge.
Peer Learning Headteacher learning communities, school improvement partnerships, and informal networks enable ongoing peer development.
Coaching and Mentoring Continuing coaching relationships support experienced heads facing complex challenges or transitions.
Research Engagement Engaging with educational research, contributing to evidence base, and connecting practice to scholarship.
System Contribution Contributing to wider education system—inspection, initial teacher training, school-to-school support—provides development through service.
| Experience | Common Needs | Development Options |
|---|---|---|
| 1-3 years | Consolidation, confidence | Mentoring, peer networks |
| 3-7 years | Deepening, specific challenges | Targeted programmes, coaching |
| 7+ years | Renewal, system leadership | Executive programmes, NPQEL |
| Multi-school | Trust leadership, scale | Trust leadership programmes |
Several obstacles impede headteacher development.
The Problem: Operational demands consume available time. Development feels like luxury amid urgent pressures. Finding time requires deliberate protection.
Solutions:
The Problem: School budgets rarely prioritise headteacher development. Personal investment may be required for some opportunities.
Solutions:
The Problem: Fewer people to learn from within school. Vulnerability about admitting development needs. Privacy concerns limit openness.
Solutions:
The Problem: Much available development feels insufficiently challenging for experienced heads. Need for stretch beyond familiar content.
Solutions:
Increasing numbers of headteachers lead multiple schools.
Multi-Academy Trusts (MATs) Executive headteachers lead multiple schools within trusts, often with heads of school managing individual settings.
Federation Leadership Federated schools share executive headship whilst maintaining some independence.
System Leadership Roles Leading beyond single schools through partnership, support, or trust structures.
Demonstrates Single School Excellence Executive headship follows evidence of successful single school leadership. Track record matters.
Builds Multi-School Experience Supporting other schools, partnership working, and contributing beyond own school develops relevant capability.
Develops Strategic Capacity Executive leadership requires higher-order strategic thinking—multiple settings, longer timeframes, broader stakeholder sets.
Completes NPQEL The National Professional Qualification for Executive Leadership prepares for multi-school leadership specifically.
| Competency | Description |
|---|---|
| Portfolio leadership | Managing multiple sites simultaneously |
| Strategic resource deployment | Allocating resources across schools |
| Distributed leadership | Leading through others at scale |
| Governance navigation | Working with complex governance structures |
| Trust culture | Building organisational culture across schools |
| System improvement | Improving multiple schools together |
NPQH is not legally mandatory for headship, but it is increasingly expected. Many school and trust adverts require or strongly prefer NPQH. Some trusts mandate it for headship appointment. Beyond credential, the programme provides valuable preparation that benefits new heads. For aspiring headteachers, completing NPQH represents wise investment regardless of formal requirements.
Typical progression takes fifteen to twenty-five years from initial teacher training. Most paths involve classroom teacher, middle leader, senior leader, deputy headteacher, then headteacher stages. Exceptionally capable individuals may progress faster; some take longer, particularly those building broader experience. There's no single timeline; readiness matters more than speed.
Support varies by context. Local authority schools access authority support; academy trust heads receive trust support. Professional associations provide advice and guidance. Coaching and mentoring arrangements support working through challenges. Regional education teams may offer support for schools facing difficulties. The key is seeking support early rather than struggling in isolation.
In maintained schools, headteachers must hold Qualified Teacher Status (QTS). Academies have flexibility to appoint heads without QTS, though this remains rare. In practice, headship typically requires teaching background that provides educational credibility and understanding. Those with non-teaching backgrounds entering school leadership usually work in operational or business management roles rather than headship.
The terms are often used interchangeably in England, though "principal" appears more commonly in academies and multi-academy trusts. Some trusts use "head of school" for school-level leaders and "principal" or "executive principal" for trust-level leadership. The terminology varies by organisation; functions are broadly equivalent.
Sustained motivation comes from connection to purpose—remembering why you entered education and the difference schools make. Peer support helps normalise challenges. Celebrating successes, even small ones, maintains perspective. Investment in personal wellbeing—boundaries, relationships, interests outside work—provides resilience. Finding fresh challenges prevents staleness. Professional development itself can reinvigorate through new perspectives and connections.
Leadership training for headteachers develops capability for one of society's most consequential roles—leading the institutions that shape children's futures. Effective development combines educational expertise with leadership capability, preparing heads who can navigate accountability pressures whilst maintaining focus on what matters: excellent education for every child. The investment in headteacher development ultimately serves learners; schools with capable leaders outperform those without.