Abstract/Summary

Heritage language schools, also referred to as complementary or supplementary schools, offer cultural and linguistic education outside the mainstream system and play a crucial role in supporting the UK’s increasingly diverse communities. Despite their contributions, these schools and their leaders remain underrepresented in educational research and policy discourse. In an era of globalisation, where multilingualism and intercultural competence are increasingly valued, national strategies for English as an Additional Language (EAL) provision remain limited, reflecting broader patterns of linguistic and cultural marginalisation. This study presents a narrative inquiry into leadership within heritage language schools in the British Isles, addressing a significant gap in the literature. Drawing on semi-structured narrative interviews with twelve school leaders (seven Chinese, three Greek, one Italian, and one Czech), the research explores how perceptions, personal values and lived experiences shape professional identities and leadership practices. The study investigates three central research questions: 1. How do twelve heritage leaders perceive their values and professional identities, and how have these shaped their leadership practice? 2. How do they perceive their school’s context and culture, and how has this influenced their leadership practice? 3. What are each leader's perceptions and experiences of leadership learning, and what are their developmental needs? To enrich the qualitative data, participants completed the Schwartz Portrait Values Questionnaire (PVQ), offering deeper insight into their motivational value systems. The integration of the PVQ results with narrative data revealed how leaders’ values and school contexts inform their leadership approaches. Findings indicate that heritage school leaders navigate complex challenges through collaborative and community-oriented practices. Key developmental needs and implications include access to continuing professional development (CPD), clearer guidance on educational policy, financial and legal frameworks, human resource management, and strategies for community engagement. The study highlights the value of culturally responsive communities of practice (COPs) and regular forums to foster mentoring and collaboration between heritage and mainstream education sectors. This research contributes to a deeper understanding of leadership in heritage language schools and the importance of supporting these vital educational spaces.