About

Dr James Lane

 

My journey into school leadership began with enthusiasm, idealism, and—if I am honest—a degree of naivety. Motivated by a deep commitment to the transformative power of education and a desire to lead with integrity, I was determined to be a ‘good leader’. Having witnessed leadership that fell short of what schools and communities deserve, I entered the role confident that I could do better. Over two decades later, including 15 years as a head teacher in North London, I now recognise the complexity, humility and depth that effective school leadership demands.

Sustaining meaningful leadership over time in dynamic and demanding school environments requires more than passion and instinct. It demands continuous inquiry, a commitment to evidence-based practice and a willingness to confront personal limitations. To that end, I have dedicated much of my professional life to the study of organisational development, leadership psychology and systems thinking—culminating in a doctorate completed during a sabbatical from headship in 2011.

My ongoing academic and professional interests centre on the paradoxes of leadership: how well-intentioned individuals can become ineffective leaders and why the prevalence of poor leadership choices persists despite the wealth of research, training and expertise available. My work as a leadership coach with national organisations has reinforced what the literature consistently confirms: many leaders struggle not for lack of opportunity or ambition, but due to flawed assumptions, cultural pressures and unexamined habits of mind.

This body of work—including the reflections I share in my blogs—is not offered from a position of certainty, but of inquiry. I write not as one who claims mastery, but as one committed to understanding leadership as a dynamic practice. My reflections aim to explore the inner life of leadership—how thinking drives action, and how leaders can evolve towards greater authenticity, effectiveness and integrity in their work.