The purpose of this paper is to describe the results of a follow‐up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained?
Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation.
The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards.
The paper adds to the literature on the vital role of the principal in determining a school's success and also points to the value of strong, cohesive teacher teams.
