This article investigates the phenomena associated with English headteachers and US Principals crossing the professional ‘border’ into school leadership. Based on empirical evidence accumulated in both countries through in-depth interviews, the work explores the ways in which the successful candidates were prepared for the new role and the levels of professional support they received during the induction period. What becomes evident from the findings is that all respondents went through a process of ‘culture shock’ as none were prepared for the change in perceptions of others or for the intensity of the job. The article concludes by calling for a blend of theoretical and practical programmes of preparation and induction that allow those stepping into the school leader’s role to spend time reflecting on personal values, ethical stances and other similar matters as a way of adjusting to the demands of the ‘hot seat’.
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