“I’m working on the margins in order to shake the core”: educational leadership, agency and the reimagining of the principalship

Purpose Principal agency remains underexplored in non-Western, high-accountability contexts, with implications for leadership learning and practice. This study investigates how Hong Kong principals perceive and enact agency, examining the influence of professional histories, relational dynamics and systemic conditions. It reimagines the principalship as a dynamic, contextually embedded and agency-driven role within complex reform environments. Design/methodology/approach Using a qualitative life history and narrative methodology, the study draws on semi-structured interviews with 15 principals from Hong Kong. Iterative thematic analysis, supported by memoing and member checking, was employed to explore how principals' experiences and contexts influence their leadership agency and responses to reform. Findings The study identifies three interrelated dimensions of agency: temporal, experiential and relational dynamics, that shape principals' leadership practices. Principals enact agency through reflection on past experiences, strategic adaptation to present challenges and relational engagement with school communities, while maintaining a values-driven approach that often challenges compliance–oriented expectations. Originality/value This study contributes a contextually grounded framework for understanding principal agency, challenging dominant Western leadership models and offering insights into leadership development in high-accountability, socio-politically complex systems. It highlights the need for leadership learning that supports agency, reflexivity and relational practice.