This study describes the life story of two female principals who carry out their work in particularly challenging schools in the Spanish educational context. This work is part of two larger international (ISSPP) and national research projects that aim to study the professional identity of school leaders. In this case, our objective was to analyse the construction of a leadership identity when faced with the challenges of working in a difficult school context, and to identify the main strategies adopted to achieve educational improvement in such adverse situations. The findings reveal that leading with others – and not over others – was key to achieving change. Our participating principals developed a style of leadership that is distributed and oriented towards values of social justice in an attempt to eradicate inequality and discrimination in their schools. Being a woman was also a determining factor in this professional performance. Learning from ‘the flight of the geese’ was the essence of these professional stories, facing challenges with professional values of empathy, active listening, companionship, and commitment. Finally, we discuss the implications of this work for future research and professional practice.
What works in attracting and retaining teachers in challenging schools and areas?