Approaching principalship in Sweden: Novice principals’ recollections of their career trajectories

Abstract

Novice principals can easily recall how and why they became principals. Although transitioning from teacher to school principal is often experienced as daunting, few studies have examined the career trajectories of principals, either before or after becoming a principal. This qualitative empirical interview study investigates the life-span career trajectories of 14 novice principals in Sweden by investigating their pre-entry and entry stages to principalship. Their career trajectories are influenced by structural factors and aspects of their agency. The results show that their concerns pass several stages and that they either have applied to become a principal because they see value in being a principal per se, or they apply ‘away from being a teacher’, that is, to become a principal because teaching has become too stressful. Two paths were revealed, the first path approaches principalship as a practice and the second path approaches principalship as a project.