“I feel we are ‘burdened and blamed’ that is how I would like to explain my predicament as a head teacher, says Revathi Krishnan (name changed on request) when we asked her about her job. Revathi is the head teacher of a reputed school in Kolhapur. She went on to add, “We have to deal with diverse stake holders and each has their agenda. Parents are emotional, management wants results, vendors want to sell their products and teachers want better salaries.”
Education leadership in India is often a challenging and thankless role. Head teachers shoulder immense responsibilities, from managing academic performance to navigating financial constraints and handling administrative and disciplinary issues. However, little is spoken about the challenges they face when their schools struggle to meet expectations. What happens to these head teachers when their institutions falter, and how do they navigate the professional crisis that follows?
The Burden of Expectations
A school head in India is expected to be an academic leader, financial planner, and crisis manager all rolled into one. Many take up the mantle with the ambition to transform education, yet they often find themselves overwhelmed by systemic inefficiencies. Schools in India, particularly low-fee private schools, frequently face infrastructure deficits, teacher shortages, and fluctuating enrolments. When results decline or administration falters, the blame is often placed squarely on the shoulders of the headteacher.
The scrutiny can be intense. Schools are regularly evaluated based on board exam results, enrolment rates, and compliance with government regulations. A dip in academic performance or a financial mismanagement issue can lead to a principal being removed from their post, transferred to a less desirable location, or, in extreme cases, forced out of the profession entirely.
Career after Failure: A Crossroads
For many school leaders, the question is not just about professional survival but personal dignity. In a system that often equates a school’s performance with the competence of its leader, failures can be highly public. In some cases, headteachers face public humiliation, pressure from education departments, and even legal scrutiny.
Unlike corporate professionals who can transition to another sector with relative ease, school leaders often find limited alternative career options. While some return to teaching, others move into administrative roles within education departments or private education consultancy. The Indian education ecosystem offers few structured support mechanisms to rehabilitate experienced but unsuccessful leaders.
Lessons from Leadership Failures
One of the critical mistakes headteachers make is delaying tough decisions. In many schools, teachers who are underperforming or struggling to handle classroom management continue in their roles due to bureaucratic constraints or a lack of alternative staffing. A proactive approach in addressing these challenges—whether through targeted professional development or reallocation of teaching duties—can make a significant difference.
Another common pitfall is resistance to change. Schools need to adapt to technological advancements and evolving pedagogical practices. Leaders who fail to embrace data-driven decision-making, student-centred learning, or digital education often find themselves lagging behind. Schools that have successfully integrated innovative approaches in curriculum delivery and student assessment have generally shown better outcomes.
Socioeconomic Barriers and Stereotypes
The struggles of headteachers are also amplified by socio-economic and cultural expectations. In many rural and semi-urban areas, school leaders have to navigate political pressures, caste-based dynamics, and inadequate resources. Additionally, stereotypes about leadership competence based on gender, class, or background can further complicate their position.
For example, women head teachers in India often face a tougher challenge in asserting authority, especially in male-dominated staff environments. Similarly, those from marginalised backgrounds may struggle to gain acceptance and cooperation from faculty and parents. Leadership in education is not just about vision but also about navigating deeply ingrained societal structures.
Resilience and Reinvention: Finding a Path Forward
Despite the hurdles, many head teachers who have faced setbacks find ways to reinvent themselves. Some take up mentoring roles, guiding younger school leaders in navigating the complexities of the education system. Others pursue academic research or higher administrative positions within educational boards and policy-making institutions.
One of the emerging trends in India is the rise of education leadership training programmes. Several universities and private organisations now offer courses aimed at enhancing the leadership skills of school heads. Programmes focusing on crisis management, conflict resolution, and digital pedagogy can be crucial in ensuring that struggling leaders are not permanently side-lined from the sector.
Additionally, the role of coaching and peer mentoring cannot be underestimated. Many experienced educators are now offering one-on-one coaching for school leaders, helping them develop resilience, strategic thinking, and decision-making skills. These initiatives are particularly important for leaders in low-income schools who often lack structured support systems.
The Need for Systemic Change
India’s education system needs to move away from a punitive approach to struggling school leadership. While accountability is necessary, there should also be pathways for growth and recovery. Instead of treating failure as a career-ending event, policymakers and education bodies should create mechanisms for skill development, second chances, and structured mentorship.
The journey of a school leader in India is often fraught with challenges, but failures should not mark the end of a career. By fostering a culture of learning, resilience, and professional support, the education system can ensure that experienced leaders are given opportunities to recover and contribute meaningfully. Rather than asking, “Where do failed head teachers go?”, the focus should be on how the education system can create pathways for continuous growth and reintegration. Only then can India truly build a sustainable and robust leadership framework for its schools.
A more supportive policy framework could include:
- Leadership rehabilitation programmes where struggling headteachers undergo intensive training and mentorship before being reassigned.
- Professional transition support for headteachers who want to move into alternative roles within education.
- Stronger legal and psychological support for school leaders facing undue political or societal pressure.
