This research explicates the leadership of maritime education and training (MET) in the United Kingdom (UK). It explores how a sample of MET leaders made the transition from a professional or seafaring role into maritime education and thence to educational leadership. 

Twenty UK MET leaders were interviewed in a survey. Framed against a theoretical exposition of educational leadership, the respondents were asked about: their life experiences; significant people and critical incidents encountered; their move from seafaring to education and the transition between sectors; their current roles as educational leaders; and their training, personal development and styles of leadership. 

The findings from this sample reveal extraordinary, multi-faceted and relentless pressure on MET leaders. Career advancement is mostly serendipitous with little formal leadership development. There is scant evidence that reflective leadership is encouraged or practiced. Life experiences, and persons encountered, were significant, though the impact of critical incidents was less noteworthy. 

This study has closed gaps in vocational educational research. It enhances our understanding of the transition from seafaring to education and suggests the development of programmes specific to MET leadership. It will help aspiring MET leaders in their decision-making and, also, those responsible for designing personal and
organisational development interventions.