This article is part of No-Nonsense Advice from Leaders Around the World - a special series featuring written interviews with education leaders, capturing honest reflections and practical insights from diverse global perspectives.

In this interview, we feature insights from Dr. David Porritt, the Principal at Budapest British International School (BBIS) and Director at Karen Ardley Associates. He leads a growing community of students, parents, and professional educators in one of the world's most attractive capital cities. Read more about David here

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In your experience, what piece of leadership advice is overrated or ineffective? Why do you believe it does not work?

"Fake it till you make it"

On the surface, "fake it until you make it” sounds enabling: an encouragement to step forward even when you are uncertain. However, true leadership is not built on pretending. It is built on authenticity, credibility, and trust. If leaders try to project an image of knowing everything, being unshakeable, or having all the answers, they risk creating a gap between how they are perceived and who they really are. Over time, teams sense the lack of integrity.

At BBIS, and in schools like ours where relationships and trust matter so much, people respond far better to leaders who are authentic, transparent, and human. It's entirely possible, and indeed powerful, to say, “I don't know the answer to that yet, but I will find out.”

Not just showing a willingness to learn, but actually being keen to learn, being honest about uncertainties, and staying open to others' ideas doesn't weaken leadership; it strengthens it. It builds psychological safety, encourages a culture of shared growth, and models for students and staff alike what genuine lifelong learning looks like.

I'd say rather than fake it – actually, don't fake it, be real and be you. In a community, we should build mutual respect, authenticity and genuine learning.

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As a school leader, what is one thing that keeps you awake at night?

There's more than one thing! Mainly, it is to do with whether everyone is achieving as much as they can and noticing that there are times when people are not flourishing. I find myself awake wondering what I can do - that I'm or we're not already doing to help.

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What was the most impactful book, documentary, or podcast you engaged with in the past year? How did it shape your leadership perspective?

The most powerful books were The Leadership Challenge by James Kouzes and Barry Posner, and Why Should Anyone Be Led By You: What It Takes to Be an Authentic Leader by Rob Goffee and Gareth Jones. 

I found both of these books reminded me of the need to be the best version of yourself. Learn from others, reflect on what they do that inspires but ultimately, be you. I also started a podcast with a friend called Leading Stories and we have learned so much from the guests - an amazing array of people with an authentic leadership voice.

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Which three tools or software do you use regularly to enhance your leadership effectiveness, and why?

Google Workspace;

The interface for the reMarkable Tablet and my computer;

ChatGPT (GPT-4.0)

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As you reflect on your leadership journey, what is one thing you plan to start, one you intend to stop, and one you will continue doing this year? Please elaborate on your choices.

I'm stopping taking on any new projects. I'll continue with the key responsibilities of being Principal at Budapest British International School & Director of Coaching at Karen Ardley Associates, and will make a renewed effort to complete my book about coaching.

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What is one professional or personal experience that every school leader should attempt this year? What makes it so valuable?

Invest as much time as you can with students and teachers in dialogue about learning. It always reminds us of not only what the role is really about but also why we got into education in the first place.

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What opportunities do you see with artificial intelligence (AI) in education this year? How do you envision AI transforming the future of schooling and education?

I see artificial intelligence offering some real opportunities for education this year, but also reminding us that the heart of schooling remains firmly human.

At BBIS, we are already exploring how AI can help personalize learning, support students with immediate feedback, and assist teachers with planning and differentiation. Used well, AI has the potential to free up teachers' time, allowing them to focus even more on the relational aspects of teaching: encouragement, coaching, mentoring.

I'm cautious about seeing AI as a replacement for critical thinking, creativity, or genuine human interaction. Our responsibility as leaders is to ensure that AI supports and elevates excellent teaching, rather than undermining it. As Charles Fadel wisely points out, the future demands more than just knowledge, it requires skills, character, and meta-learning, and AI should be a tool that enables, not narrows, those outcomes.

In the long term, I envision AI helping schools to be even more inclusive, adaptive, and globally connected, but it must always be guided by strong values, ethics, and a focus on human flourishing.

At BBIS, our approach is simple: students come first, relationships matter, and achievement and progress are our priorities. AI must serve those principles, not the other way around.

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What is the most underappreciated professional development avenue for upskilling or reskilling in the field of education? Why should more leaders consider it?

Shared but also self-directed learning online. If you give people the opportunity to engage with some learning in their own time, but base it on something that others are also doing, there are still opportunities to discuss and collaborate through that shared learning.

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If you were to choose a dish or a drink that symbolizes Global Citizenship Education (GCED), what would it be and why?

I can't - however, come to our school on International Day and see the International Food Festival our parents provide. It is a brilliant, truly wonderful day and shows that it is possible for people from all over the world to get on with each other - food somehow makes this possible!

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Which thinker has profoundly influenced your approach to educational leadership? What key insights have you drawn from them?

Initially Prof. John West-Burnham; more recently,  Prof. Kathryn Riley, Dr. Max Coates and Charles Fadal.

Leadership is fundamentally moral and values-driven. West-Burnham often stressed that leadership is not simply about managing structures but about creating the conditions for human flourishing. Community and connectivity matter. True leadership builds professional communities where collaboration, care, and shared moral purpose underpin school improvement. Learning organisations are reflective organisations. Schools should operate with a strong culture of learning, for adults as well as children, with leadership that models inquiry, humility, and the capacity for growth.

From Professor Kathryn Riley: Schools are more than places of learning; they are places of belonging.  Riley's work reminds us that children need to feel seen, valued, and connected in order to thrive. Leadership is about creating 'civic spaces' in schools. A sense of trust, inclusion, and voice for all members of the community is fundamental.

From Dr. Max Coates: Leadership requires emotional literacy. Dr Coates' work emphasizes that understanding one's own emotions and those of others is key to influencing, guiding, and sustaining teams. Coaching and mentoring are essential leadership behaviours. Rather than command and control, effective leadership fosters dialogue, reflection, and agency in others.

From Charles Fadel: The purpose of education is to support human flourishing, not just employment. Fadel's work inspired me to think more about the idea that, while preparing young people for work is important, education's deeper role is to develop well-rounded individuals capable of leading meaningful lives.

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Please share a quote/message that reflects your philosophy on education and educational leadership

“You need a lot of energy to chop wood with a blunt axe.” 

– Ecclesiastes 10: 10

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Recommend an inspiring educational leader committed to education for global citizenship and sustainable development.

If you know an inspiring education leader whose no-nonsense insights should be part of this series, we would love to hear at publications@globalcitizenshipfoundation.org‍