Why We Need More Teachers to Consider Becoming Principals

For a moment, think about the best school principals you’ve known. It might be a principal you’ve had, a principal that your kids looked up to, or even a peer that you’ve gotten to know or have worked with. They usually have one thing in common: they started as teachers.

Teachers know the rhythm of the school day. The challenge of differentiating instruction. The importance of making students feel seen and heard. The necessity of working alongside everyone in your school community—fellow teachers, staff members, parents, and external partners—to help kids learn.

That perspective matters, and it’s exactly why we need more teachers to become principals. We also know that teachers might not be making that leap—or even thinking about it—for a myriad of reasons. Teachers are often told that they’re “too valuable in the classroom” to leave. Others have a narrow view of the principalship—one that looks more like meetings and paperwork than getting to make a difference on a larger scale. And for many, the pathway to the principalship feels unknown, or out of reach. 

If we want schools where every student thrives—and where teachers feel supported, valued, and inspired—we need more principals who’ve lived the classroom experience firsthand. And to have that, we need more teachers to not only step into school leadership, but we need to make it easier for them to see themselves there in the first place. Here are just a few of the many reasons why teachers make great principals, and what we can do to encourage them to lead:

Teachers bring deep credibility

When a principal has stood in front of a classroom and taught a group of students day in and day out, teachers know it. And with that knowledge comes trust. 

They trust that their leader understands what it takes to teach a class of 30 students, each with different learning styles, achievement levels, and home experiences. They know their principal can easily navigate conversations about curriculum, pedagogy, and instruction, because they’ve done it. 

With trust comes honesty. Teachers are more likely to open up about instructional challenges when they know their principal gets it. They’re more likely to take feedback seriously when it comes from someone who’s been in their shoes. And, they’re more likely to see their principal as a partner rather than a “supervisor,” which brings with it a mutual respect rooted in shared experience. 

That trust isn’t just about building strong relationships. It’s also about practicality. It leads to stronger collaboration, more effective coaching, and a school culture where improving learning and teaching is a shared goal, not some sort of top-down mandate.

Teachers know instruction—and how to support it

As Stephen Covey once wrote, “The main thing is to keep the main thing the main thing!” And the “main thing” in schools is student learning and by extension, instructional leadership. 

Former teachers understand this instinctively. They know that strong instruction doesn’t happen by accident—it’s built through clear expectations, collaborative planning, timely feedback, and sustained support.

They’ve seen how professional development lands when it’s meaningful—and when it isn’t. They know what helps teachers grow, because they know what helped them grow.

It’s this experience that helps teachers-turned-principals cut through the noise and concentrate on what matters most. They know how to make the most of teachers’ time, create buy-in for new practices when it comes to instructional strategy, and approach improvement in a way that feels doable. And in the principal role where leaders are often pulled in a million different directions, that kind of clarity is critical. 

Teachers lead with community in mind

Good principals lead schools, but great principals lead communities.

Teachers know how to cultivate community like no other. After all, they spend years building relationships with students and families—seeing firsthand the barriers students face. They also understand how these challenges—be it food insecurity, housing instability, or trauma—show up in the classroom.

That depth of understanding, not to mention the empathy that often accompanies it, is invaluable at the principal level. Not only does it help principals create policies and systems that keep their community at the center of everything they do, but they also bring those relationships (and the trust that’s been built) with them to the principalship. 

It’s a foundation that allows principals to lead with a blend of insight and credibility. They’re able to make decisions that reflect the reality students and families face, engage community partners more effectively, and create a school culture that’s responsible—instead of reactive—to the needs of their community. 

Teachers model that leadership is possible

When teachers become principals, they send a powerful message to their peers: Leadership is possible for you. Advancement is possible for you. You don’t have to leave education to grow your career. In fact, you can stay, lead, and impact lives on a much larger scale. 

Seeing someone make the leap from the classroom to the principalship makes leadership feel more accessible and less abstract. This kind of model is essential in helping other teachers believe that the same is possible in their own careers—and it's this “ripple effect” that makes teachers in leadership roles so powerful. 

So, what might be getting in the way of more teachers pursuing the principalship?

Many teachers have the skills and mindset to lead—but they don’t always see a clear path to becoming a principal. And even if they do, there are a few barriers that can make the path feel inaccessible. The National Aspiring Principals Fellowship was designed to break down those barriers and help more educators take the next step into leadership: 

Barrier #1: Limited exposure to the full scope of a principal’s role:

‍Unless their principal is especially transparent or includes teachers in leadership work, most teachers typically only see surface-level responsibilities like student discipline or administrative tasks. This partial view can dim the strategic, instructional, and relationship-building aspects of the role.

How the Fellowship helps: Through mentorship, on-the-job learning, and access to experienced leaders, the Fellowship demystifies the principalship and shows teachers what the role truly involves and how much impact it can have.

Barrier #2: Lack of a “shoulder tap”:

Some teachers simply never have someone tap them on the shoulder and say, “I can see you as a principal or a school leader.” Without that nudge, the idea of leadership might not even be on their radar. 

How the Fellowship helps: The program not only affirms a teacher’s leadership potential—it surrounds them with mentors and a cohort of peers who believe in their growth. That validation can make all the difference!

Barrier #3: Unclear or inconsistent pathways:

‍Certification requirements, leadership programs, and hiring processes vary from district to district, and can be difficult to navigate without guidance or support.

How the Fellowship helps: The Fellowship offers a high-quality leadership development experience that leads to principal certification in 40+ states—providing a clear and supported path forward into a principal role in as little as 11-16 months. 

Barrier #4: Time and capacity constraints:

‍For many teachers, especially those balancing family or other responsibilities, pursuing a leadership role can feel like one more demand on an already very full plate.

How the Fellowship helps: Because the Fellowship is designed for working educators, it’s flexible and intentionally structured—meaning teachers don’t have to choose between leading, teaching, and everything else in their lives. 

Teachers, we need you!

The skills you use every day in the classroom likebuilding trust, leading learning, connecting with families,are the same ones schools need in their principals. If you’ve ever wondered what’s next, know this: your leadership is not only possible—it’s needed. The principal’s office shouldn’t feel like a world away. With the right support, it’s your next step.

Schools don’t just need more leaders. They need more leaders like you.

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