ACSI Research Fellow Program

What do all these men have in common? They each experienced a radical, God-ordained career change. Each of them was “unconventionally prepared” for their leadership roles. Consider David—he had no military experience when he fought Goliath, nor political experience when he was anointed king. Yet God took a humble shepherd and transformed him into a warrior and a king.

Throughout the ages, God’s people have stepped into leadership roles for which they had not been formally trained. Such is the case in many Christian schools. While public schools mostly have a standardized leadership pipeline where school leaders and district leaders typically are former teachers who earned a master’s degree in educational administration, passed an exam to become certified in school administration, and worked their way up the leadership chain, the landscape of Christian school leadership looks quite different. 

Flexibility to Hire “Unconventionally”

In a recent study, Dr. Rian Djita and I examined the education, training, credentials, and work experience of ACSI school leaders who participated in the Flourishing Faith Index survey in the 2024-2025 school year. We found that many of these leaders did not fit the typical education leadership profile seen in public schools. About 60 percent of those with bachelor’s degrees did not study education, about 20 percent did not teach prior to assuming a leadership position, about 35 percent did not earn a graduate degree, about 40 percent of leaders who earned master’s degrees did not study education, only about 30 percent of those who earned master’s degrees studied education leadership, and about 60 percent are not certified. 

Our findings are not surprising, given that private schools are free to hire the candidates they believe to be most qualified regardless of whether they meet the criteria required by law for public school leadership. Christian schools are free to seek not just the most academically-qualified candidate, but also to consider the spiritual maturity and spiritual leadership of each candidate, knowing that whoever they hire will be tasked with pointing their organization—students, staff, and families—toward Jesus.

If Christian school leaders aren’t necessarily conventionally prepared, what do they study in their postsecondary education, what kind of work experience do they have, and how do these prepare them for their roles? This is what we set out to explore.

Christian School Leaders’ Education and Experience

Using the FFI school leader data, we found that overall, the most common undergraduate degree among those who did not study education was business (15% of the sample), with social studies and humanities degrees the third most common undergraduate degree (10%). There was a little variation by role; while principals, assistant principals, and curriculum specialists were more likely to have an undergraduate degree in education, heads of schools, superintendents, deans, chaplains, and leaders with other job titles were less likely to have an undergraduate degree in education. Interestingly, the most common degree area for heads of schools and superintendents was neither business nor social studies, but biblical studies or a similar ministry-related degree.

We also examined the highest degree school leaders had obtained. Across the sample, 3% had reported their highest degree to be a high school diploma, 4% an associate’s degree, 29% a bachelor’s degree, 47% a master’s degree, and 18% an advanced degree like an educational specialist degree, Ph.D., Ed.D., or JD. Among those who earned a master’s degree, 29% earned it in educational administration, 17% in teaching, and 17% in curriculum. The remaining 38% earned their master’s degree in another area. 

In terms of prior experience, the FFI survey did not capture school leaders’ full work history, but it did inquire what other types of leadership experience school leaders had gained. Most common was church leadership experience (38%), followed by business, law, and finance (15%). Six percent had leadership experience in a parachurch ministry and 3% in the military. 

Strengths and Weaknesses of Unconventional Preparation

Takeaway #1: School leaders draw upon their experiences outside of education as they work inside education. Several of the school leaders transitioned into the education field from various careers outside of the education field, such as law, church ministry, and the military. One school leader said, “I practiced law for 10 years, and although that was outside the education sector, it taught me essential skills—problem-solving, conflict resolution, communication, and leadership—that I use every day as a school leader.” Another explained, “My background in the Air Force involved running training programs and managing teams. That experience in leadership and organizational structure helped prepare me for the complexities of running a school.” Perhaps conventionally prepared school leaders can and should learn from these other career fields; one school leader explained, “I’ve learned so much from my husband’s business experience, attending business functions, and reading business-related books. There are definitely things school administrators can learn from the business world, especially in areas like strategic planning and marketing.”

Takeaway #2: While education and experience are important, even formal education leadership training and credentials leave gaps. School leaders emphasized that ongoing professional development and mentorship are critical for success in their roles. One school leader explained, “My educational background gave me knowledge, but I found that real-world experiences, learning from mentors, and attending professional development sessions helped bridge the gap between theory and practice.”

Takeaway #3: Specific areas in which school leaders perceive gaps in their preparation include financial management, strategic planning, and human resources. One school leader said, “Strategic planning is an area where I still feel I have room to grow. The unpredictability of today’s world makes long-term planning more difficult, and I wish I had more training in this area.” Another school leader explained, “I had gaps in my training when it came to areas like hiring. I thought I knew what to look for in candidates, but after experience, I’ve completely changed how I approach the hiring process.” Another said, “I’ve felt the need for more training in finance, budgeting, and human resources. My master's degree gave me an overview, but real-world leadership requires much deeper knowledge in those areas.”

Concluding Thoughts

While some Christian school leaders do have formal training and credentials in education leadership, many draw upon their experiences in business, law, the military, and Christian ministry as they lead their schools. If the pathway to educational leadership is a highway, for Christian schools, it has many on-ramps. Through these many on-ramps, a diverse group of Christian school leaders from many backgrounds bring rich experiences to the table.

However, school leaders who have not formally trained for their roles may need additional support and equipping to be successful. This is one of the many reasons why organizations like ACSI exist—to provide support to school leaders, both those with conventional qualifications and those without them. For example, ACSI offers its members the opportunity to participate in Leadership U, an 11-month cohort that equips both rising and current school leaders through professional development and mentorship. One school leader we interviewed said that Leadership U “helped me refine my understanding of school leadership within a Christian context.”