We seem to love a false dichotomy in education. Whether it be the battle for supremacy between knowledge and skills or the tussle between adopting a zero-tolerance strategy on behaviour versus taking a more child-centred approach, we just don’t seem to be able to resist polarising issues in a way that isn’t often helpful. In this article I will argue that we are at risk of creating another false dichotomy when it comes to how we codify effective school leadership. On the one hand, we have what is often referred to as transformational leadership, which focuses on the personal qualities and universal leadership skills that underpin a leader’s ability to create a powerful vision and to inspire others to join them on a shared journey to help create a better future for all the students they serve. On the other hand, as some are increasingly arguing, what really matters is leadership knowledge and role-specific expertise that ensure that leaders are able to take good decisions, e
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