Perceptions of Diversity in School Leadership Promotions: An Initial Exploratory Study in the Republic of Ireland
Abstract
1. Introduction
1.1. Background and Context
1.2. Theoretical Framework
1.3. Rationale for the Study
1.4. Objectives
- To examine the perceived prioritisation of various diversity dimensions in school leadership promotions and the impact on leadership effectiveness and school performance.
1.5. Research Questions
- To what extent do teachers and school leaders perceive that various forms of diversity are prioritised in promotion decisions within schools?
- Do teachers and school leaders believe that these forms of diversity should be prioritised in the promotion to leadership roles?
- What impact do teachers and school leaders perceive prioritising these forms of diversity to have on school performance and leadership effectiveness?
2. Materials and Methods
2.1. Research Design
2.2. Instrumentation and Survey Design
2.3. Data Collection Procedures
2.4. Participants
2.5. Ethical Considerations
2.6. Data Analysis Techniques
3. Results
3.1. Perceived Prioritisation of Diversity
3.2. Desired Prioritisation of Diversity
3.3. Perceived Impact of Diversity on School Performance and Leadership
3.4. Perceptions of Tokenism and Merit in Promotions
3.5. Summary
4. Discussion
4.1. Perceived Prioritisation of Diversity Dimensions
4.2. Selective Support for Certain Diversity Categories
4.3. Perceptions of Diversity Impact on Leadership Outcomes
4.4. Tokenism and the Fragility of Trust
4.5. Lived Experience of Tokens and Their Consequences
4.6. Theoretical Lenses: Equity Theory, Organisational Justice Theory, and Legitimacy Theory
4.7. Structural and Cultural Barriers in the Irish Context
4.8. Policy and Practice Recommendations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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| Theory | Core Focus | Key Principles | Aim in Practice |
|---|---|---|---|
| Equity Theory [37] | Fairness in the balance between what individuals contribute (inputs) and what they receive (outcomes). | People compare their own input–outcome ratio to that of others; perceived imbalance leads to dissatisfaction. | To ensure individuals feel rewards and opportunities are proportional to their contributions. |
| Organisational Justice Theory [43] | Perceptions of fairness in organisational processes and outcomes. | Three components: distributive justice (fairness of outcomes), procedural justice (fairness of processes), and interactional justice (respect and communication). | To create fair systems and processes that build trust and acceptance of decisions. |
| Legitimacy Theory [44,45] | Alignment between organisational actions and societal norms, values, and expectations. | Legitimacy is granted when stakeholders believe actions are appropriate within a socially constructed system of norms. | To maintain stakeholder support by acting in ways seen as credible and acceptable. |
| Demographics | Number of Participants | Percentage (%) |
|---|---|---|
| Ethnicity | ||
| White Irish | 118 | 95.9% |
| Any other White background | 3 | 2.4% |
| Indian/Pakistani/Bangladeshi | 1 | 0.8% |
| Other | 1 | 0.8% |
| Age | ||
| 20–29 | 13 | 10.6% |
| 30–39 | 34 | 27.6% |
| 40–49 | 41 | 33.3% |
| 50–59 | 22 | 17.9% |
| 60–70 | 13 | 10.6% |
| Gender | ||
| Male | 40 | 32.5% |
| Female | 83 | 67.5% |
| School Level | ||
| Primary | 75 | 61.0% |
| Post-primary | 48 | 39.0% |
| Current Role | ||
| Teacher | 64 | 52.0% |
| Assistant Principal I | 14 | 39.0% |
| Assistant Principal II | 15 | 12.2% |
| Guidance Counsellor | 1 | 0.8% |
| Deputy Principal | 11 | 8.9% |
| Principal | 32 | 26.0% |
| Completed a School Leadership Course | ||
| Yes—Masters in Educational Leadership | 25 | 20.3% |
| Yes—Postgraduate Diploma in Educational Leadership | 16 | 13.0% |
| Yes—Other | 14 | 11.4% |
| No | 68 | 55.3% |
| Strongly Agree | Somewhat Agree | Neither Agree nor Disagree | Somewhat Disagree | Strongly Disagree | |
|---|---|---|---|---|---|
| Age | 8.9% | 23.6% | 30.9% | 17.9% | 18.7% |
| Disability | 2.4% | 7.3% | 43.1% | 25.2% | 22.0% |
| Gender | 6.5% | 28.5% | 26.8% | 18.7% | 19.5% |
| National origin and cultural | 4.1% | 16.3% | 39.0% | 21.1% | 19.5% |
| Racial and ethnic | 2.4% | 13.0% | 37.4% | 24.4% | 22.8% |
| Sexual orientation | 1.6% | 8.9% | 47.2% | 18.7% | 23.6% |
| Social class | 1.6% | 9.8% | 38.2% | 26.0% | 24.4% |
| Religious | 0.8% | 13.8% | 35.8% | 25.2% | 24.4% |
| Strongly Agree | Somewhat Agree | Neither Agree nor Disagree | Somewhat Disagree | Strongly Disagree | |
|---|---|---|---|---|---|
| Age | 11.4% | 26.8% | 18.7% | 22.8% | 20.3% |
| Disability | 15.4% | 23.6% | 21.1% | 20.3% | 19.5% |
| Gender | 17.9% | 28.5% | 17.9% | 17.9% | 17.9% |
| National origin and cultural | 12.2% | 28.5% | 21.1% | 16.3% | 22.0% |
| Racial and ethnic | 14.6% | 24.4% | 18.7% | 17.1% | 25.2% |
| Sexual orientation | 8.9% | 17.9% | 26.0% | 17.1% | 30.1% |
| Social class | 12.2% | 24.4% | 22.0% | 14.6% | 26.8% |
| Religious | 8.9% | 20.3% | 26.0% | 15.4% | 29.3% |
| Strongly Agree | Somewhat Agree | Neither Agree nor Disagree | Somewhat Disagree | Strongly Disagree | |
|---|---|---|---|---|---|
| Age | 10.6% | 38.2% | 22.8% | 14.6% | 13.8% |
| Disability | 13.0% | 26.8% | 30.9% | 14.6% | 14.6% |
| Gender | 16.3% | 32.5% | 24.4% | 10.6% | 16.3% |
| National origin and cultural | 13.8% | 30.1% | 27.6% | 10.6% | 17.9% |
| Racial and ethnic | 13.8% | 29.3% | 26.0% | 11.4% | 19.5% |
| Sexual orientation | 9.8% | 22.0% | 34.1% | 11.4% | 22.8% |
| Social class | 15.4% | 25.2% | 29.3% | 13.8% | 16.3% |
| Religious | 8.1% | 24.4% | 31.7% | 12.2% | 23.6% |
| Strongly Agree | Somewhat Agree | Neither Agree nor Disagree | Somewhat Disagree | Strongly Disagree | |
|---|---|---|---|---|---|
| Promoting individuals from underrepresented groups is often done to meet diversity quotas rather than recognising merit | 17.9% | 33.3% | 23.6% | 11.4% | 13.8% |
| Diversity initiatives in promotions lead to the appointment of leaders who are perceived as token representatives | 15.4% | 44.7% | 21.1% | 11.4% | 7.3% |
| Tokenism in promotions undermines the credibility of diversity and inclusion efforts | 41.5% | 42.3% | 10.6% | 4.1% | 1.6% |
| Promotions based on diversity criteria can create a perception that individuals from underrepresented groups are less competent. | 19.5% | 48.0% | 23.6% | 4.9% | 4.1% |
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Hannan, R.; Lafferty, N.; Mannix-McNamara, P. Perceptions of Diversity in School Leadership Promotions: An Initial Exploratory Study in the Republic of Ireland. Societies 2025, 15, 277. https://doi.org/10.3390/soc15100277
Hannan R, Lafferty N, Mannix-McNamara P. Perceptions of Diversity in School Leadership Promotions: An Initial Exploratory Study in the Republic of Ireland. Societies. 2025; 15(10):277. https://doi.org/10.3390/soc15100277
Chicago/Turabian StyleHannan, Robert, Niamh Lafferty, and Patricia Mannix-McNamara. 2025. "Perceptions of Diversity in School Leadership Promotions: An Initial Exploratory Study in the Republic of Ireland" Societies 15, no. 10: 277. https://doi.org/10.3390/soc15100277
APA StyleHannan, R., Lafferty, N., & Mannix-McNamara, P. (2025). Perceptions of Diversity in School Leadership Promotions: An Initial Exploratory Study in the Republic of Ireland. Societies, 15(10), 277. https://doi.org/10.3390/soc15100277

