Abstract
This paper presents and compares the results of two qualitative studies about leadership roles in secondary education. Both studies were conducted in the northwest of Mexico. The results show that in the first instance principals and deputy principals do not form work teams and show little concern for participation with one another. The functions of the deputy principals focus on the control of the institution, while the principals address the broader dimensions of administration, organization, social participation and pedagogy. This difference could lead to problems of sustainability of leadership because there is no platform for preparation and promotion. In addition, the absence of training programmes in Mexico limits the professionalisation of deputy principals. It is recommended that the functions performed by the principals and deputy principals be integrated.