Speaking metaphorically: System and school images of secondary deputy principals

Abstract

The significant and influential leadership role of deputy principals is under researched and poorly documented. Whilst the role of school principals has been comprehensively explored and theorized, including metaphorically, literature exploring the roles of deputies is now dated. This qualitative, mixed model study utilized a qualitative survey for seven systems’ and policy leaders and interviews with 16 senior leaders in five school case studies. Guided by Conceptual Metaphor Theory, the analysis revealed how metaphors serve as cognitive and linguistic tools through which deputy principals make sense of their leadership identities and roles. It revealed powerful unsolicited metaphors, including from the deputies themselves, describing leadership practices—metaphors that offer deep, personal insights into their professional identities and challenges. The metaphors were clustered around the themes of the deputy as an operational manager and the deputy as an enabler. By capturing these metaphorical narratives, the study not only addresses an underresearched area but also provides a nuanced understanding that can inform leadership development, support structures, and succession planning in schools.