Updates on current projects and outline of current work for interested parties

We have now finished our project in Higher Education and are working in three other areas of the Public Sector. Looking at Policing and leadership emergence in senior policing; NHS and leadership emergence in certain areas of the NHS; Compulsory Education Schools or NHS trusts that are interested in participating in this further strand of work.

Quiet presence: Leadership emergence of self-perceived introverts in secondary and primary education in the 4 Nations

Introversion and extroversion are personality traits that define individuals' preferences for social interaction and energy sources. Introverts tend to be more reserved, drawing energy from solitary activities, and often display reflective thinking. Extroverts, on the other hand, are known to thrive in social settings, gaining energy from interaction, and typically exhibit outgoing and expressive behaviour (Baxter et al, 2025).  Leadership ideals in the global North often lean towards extroversion due to cultural norms and historical context and extroverted traits such as assertiveness and charisma align with prevailing Western notions of success and dominance. However, such emphasis can side-line introverted leaders who bring valuable qualities such as reflective thinking and active listening. Studies highlight how such stereotypes lead introverts to perceive leadership roles as incompatible with their personalities, thus deterring them from applying (Judge et al., 2002)

Self-identifying introverted individuals may do so for a number of reasons: They may have carried out online tests, such as the Myers Briggs test, they may identify with other self-declared introverts, or they may have been identified as introverted throughout their study /employment trajectory (Baxter et al., 2025 in press). Self-perceived introverts may undervalue their unique attributes, feeling ill-equipped to meet extroverted expectations, a perception that may profoundly affect their disposition in relation to self-esteem, optimism and perceived efficacy (Spark & O'Connor, 2021). As Spark et al, argue, these self-doubts can undermine their confidence and discourage them from pursuing leadership roles (Spark et al, 2021). In addition, line managers can exhibit bias, when identifying future leaders for their organisations. 

Neuroscientific research to date has illuminated the fact the on a biological level, extraversion is synonymous with reward and sensation seeking behaviours (Acevedo et al., 2021; Llewellyn, 2008; Pang et al., 2016). In effect, this is thought to be activated by behaviours that individuals use in order to increase dopamine. There is considerable evidence that this also renders extroverted individuals as inclined to produce impulsive behaviours that stimulate production of dopamine (Bossen, 2016).

Succession planning for school leadership is an area in which there are considerable issues (Ritchie, 2020), although this area is well developed in most private sector organisations, it is less so in education and the public sector more broadly . Leadership succession planning is pivotal in the education sector, as schools and educational institutions face unique challenges related to both leadership continuity and effectiveness in a rapidly evolving environment (Aravena, 2022). Effective succession planning can help ensure that the leadership pipeline is prepared to meet the evolving demands of the educational landscape, including changes in curriculum, pedagogical practices, and socio-economic contexts. But in order to do so, it must take an inclusive approach. Identifying and nurturing diversity of leaders within the educational framework enhances the ability of institutions to maintain stability and foster innovation (Aravena, 2022). In addition, diversity of leadership behaviours also keys into the varied needs of a multi-faceted student body, reinforcing Wajidi et al. (2023)’s assertion of the value of inclusive educational leadership in the public sector (Wajidi et al., 2023).

However, various issues complicate succession planning in education. Bureaucratic structures often stifle the flexibility needed for cultivating new leaders. As highlighted by (Ndirangu et al., 2021), many educational institutions face budget constraints that limit investment in professional development and mentorship programs crucial for preparing future leaders. This issue is exacerbated by high turnover rates and the impending retirement of seasoned educators, which can lead to a significant leadership gap. Moreover, the alignment between leadership development initiatives and educational goals is often lacking, further complicating succession planning efforts within schools (Suwaidi et al., 2020).

In conclusion, while the significance of leadership succession planning in education is widely acknowledged, addressing the systemic barriers and enhancing support structures is essential for the effective cultivation of future educational leaders. With this in mind this project takes the case of compulsory education, to examine the perceptions of individuals who self-identify as introverts, in relation to their leadership aspirations. It specifically asks the questions: Why do individuals self-identify as introverts? How does this affect their perceptions of leadership and their own capability in rising to a leadership position? What skills do they perceive to be key to gaining a leadership position?  What are the implications of this for how we develop leaders in this particular organisation, and organisations more broadly? 

Aims and objectives

Why is this important?

This project addresses challenges faced in recruiting leaders for senior roles within schools. The By understanding the factors and perceptions that motivate or prevent introverts from pursuing leadership roles, the research will provide valuable insights aimed at targeted interventions in the recruitment, appraisal and development of future leaders in education. The findings will also be disseminated to other areas of the public services, and will complement additional projects being carried out across the public sector.

Method

The study uses a narrative sensemaking approach to identity,(Baxter & John, 2021; Floyd et al., 2023; Morales, 2023) , in particular the language and metaphors of individuals who aspire or fail to aspire to leadership positions. It will use data from qualitative semi-structured interviews with individuals who self-identify as introverts, alongside interviews with people who self-identify as introverts and are already in leadership positions in compulsory education. In addition, it will explore assumptions and perceptions of self-perceived introverts in relation to leadership, particularly focusing on their own traits and whether they view these as positive or negative in relation to leadership (Baxter, 2025). 

The anticipated outputs will contribute to theory and practice in relation to succession planning in compulsory education settings Providing useful insights to aid learning and development in leadership development, whilst informing the literature on leadership in compulsory education, and introversion and leadership more broadly.   

The project forms part of a wider project on the leadership emergence of introverts in the public sector. Led by Professor Dr Jacqueline Baxter, Professor of Public Leadership and Management, with Co-investigator Professor Keith Schofield, Head of the Open University Business School, and Professor of Organizational Psychology, the project examines four areas of the public sector: policing, education (compulsory), education (HE) and Health (NHS). 

It aims to effect key impact in the areas of leadership training and development, recruitment, succession planning, inclusion and policy. 

For further information on keynotes, development sessions and webinars please contact Jacqueline Baxter.

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BBC collaborations

• The power of quiet leadership
• How to make meetings less rubbish

References

Acevedo, B. P., Santander, T., Marhenke, R., Aron, A., & Aron, E. (2021). Sensory processing sensitivity predicts individual differences in resting-state functional connectivity associated with depth of processing. Neuropsychobiology, 80(2), 185–200. 

Aravena, F. (2022). Principal succession in schools: A literature review (2003–2019). Educational Management Administration & Leadership, 50(3), 354–370. 

Baxter, J., & John, A. (2021). Strategy as learning in multi-academy trusts in England: strategic thinking in action. School Leadership & Management, 1–21.

Baxter, J., Patent, V., & Winter, A. (2025 in press). Does Self-perceived introversion create a barrier to leadership emergence in Higher Education: a case study approach. In S. Huber & L. Lusnig (Eds.), The International Handbook for Governance, Leadership, Administration, and Management in Education Macmillan 

Bossen, M. N. (2016). Am I a Good Leader? How Variations in Introversion/Extraversion Impact Leaders’ Core Self-Evaluations. 

Floyd, A., Baxter, J., Morales, A., & Bari, R. (2023). Leading online learning during a pandemic and beyond: Challenges and opportunities for school leaders in England. Educational Management Administration & Leadership, 17411432231191171.

Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765. 

Llewellyn, D. J. (2008). The psychology of risk taking: toward the integration of psychometric and neuropsychological paradigms. The American journal of psychology, 121(3), 363–376. 

Morales, A., Baxter,J., Myers, F., Selby-Fell, H. (2023). Literature review on transitional identities in higher education The Open University UK

Pang, Y., Cui, Q., Wang, Y., Chen, Y., Wang, X., Han, S., Zhang, Z., Lu, G., & Chen, H. (2016). Extraversion and neuroticism related to the resting-state effective connectivity of amygdala. Scientific Reports, 6(1), 35484. 

Ritchie, M. (2020). Succession planning for successful leadership: why we need to talk about succession planning! Management in Education, 34(1), 33–37. 

Spark, A., & O'Connor, P. J. (2021). State extraversion and emergent leadership: Do introverts emerge as leaders when they act like extraverts? The Leadership Quarterly, 32(3), 101474. 

Wajidi, F. A., Saeed, M., Baig, M. D., Rehan, E. W., & Hussain, D. (2023). Impact of Leadership on Effective Succession Planning: Comparison of Public and Private Organizations. International Journal of Social Science & Entrepreneurship, 3(1), 161–170.