If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article aims to propose a three-stage framework for on-going professional development of aspirant and incumbent heads that is designed to increase their own self-efficacy. It is suggested that continuity and progression in self-efficacy development can be addressed via processes pertaining to acculturation, assimilation and actualisation. The on-going work of Fletcher augments this conceptual framework with a new approach to action research ensuring an evidencebased foundation to the growth of self-efficacy. Design/methodology/approach -The article offers an analysis of existing research evidence in coaching, mentoring, talent management, leadership development and self-efficacy to propose a framework useful in research and in the development of self-efficacy that may help secure transition between the potential to lead and high performance in leadership incumbency in schools. Findings -The article points to the importance of coaching and mentoring as potential scaffolds to create an appreciation of self-efficacy's value at all stages of the headship journey. It is suggested that active development of individual's self-efficacy through mentoring and coaching relationships may serve to ensure that the loss of human potential of those who could lead but never completed the journey is reduced.Research limitations/implications -The article identifies new questions pertaining to the practice of high quality coaching and mentoring in the journey to leadership in schools and raises further questions pertaining to the conceptualisation of learning relationships and the interactions and feelings involved in such learning relationships. Originality/value -This article suggests a phased approach, an integrated vision of mentoring and coaching for headteacher development that can span their professional lifetime. This generative approach is what distinguishes the authors' proposal from others. An emphasis is placed on self-study integrated in an Appreciative Inquiry approach, however, the authors' proposal goes further in that they have realised that aspirant headteachers should be taught how to undertake self study integrated with action research not only for their own benef...

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