Developing, validating, and testing a model of reflective leadership

Egleston, David; Castelli, Patricia Ann; Marx, Thomas G.

doi:10.1108/lodj-09-2016-0230

Cited by 7 publications

(7 citation statements)

References 27 publications

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“…The survey questionnaire was patterned after the works of Faghihi & Sarab (2016), Egleston, Castelli, &Marx (2017), andMatsuo (2016). The survey consisted of 5-point Likert Scale ranging from 1= never to 5= always which described the extent in which the instructional leaders practice reflective inquiry.…”

Section: Methodsmentioning

confidence: 99%

Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines

Castaño

Litao²

2021

Global J. Bus. Soc. Sci. Review

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Objective - This study aims to explore the reflective inquiry practices of instructional leaders and examine if there is significant difference in the respondents’ reflective inquiry practices based on their personal profile. Methodology/Technique – The survey-questionnaire underwent reliability testing and yielded a result of .936. Appropriate statistical tools such as frequency or mean and ANOVA were used to determine the reflective inquiry practices of the instructional leaders and the significant difference of reflective inquiry based on their personal profile. Finding – The results indicate that the instructional leaders’ level of reflective inquiry practices is high, and it has no significant difference based on their personal profile. However, there exists a significant difference in the respondents’ level of reflective inquiry practices according to years of service and educational attainment. Novelty – Much research has investigated reflective inquiry as a pedagogical practice of teachers, but very few have attempted to study reflective inquiry as a supervisory practice of instructional leaders. There have been no empirical studies that have made use of reflective inquiry in the professional practice of instructional leaders in the local context. Type of Paper: Empirical JEL Classification: I120, I121. Keywords: Reflective Inquiry, Reflective Practice, Instructional Leaders. Reference to this paper should be made as follows: Castaño, K.M.N; Litao, R.A. (2021). Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines, GATR Global J. Bus. Soc. Sci. Review, 9(1): 10 – 22. https://doi.org/10.35609/gjbssr.2021.9.1(2)

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Section: Methodsmentioning

confidence: 99%

Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines

Castaño

Litao²

2021

Global J. Bus. Soc. Sci. Review

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“…Reflective practice is imperative to cope with change and uncertainty and promote an organizational culture where people can challenge existing practices and governing values without fear of retribution and share their opinions, learning, and insights with others (Egleston et al, 2017; Raelin, 2002). Reflective practice in sustainability leadership provides a pathway to envision how leaders might steer paradoxical sustainability tensions (Van Neerijnen et al, 2021) and navigate complex and dynamic multilevel systemic interactions.…”

Section: Integrative Sustainability Leadership Frameworkmentioning

confidence: 99%

Sustainability leadership: An integrative review and conceptual synthesis

Sajjad,

Eweje,

Raziq

2023

Bus Strat Env

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Over the past few decades, scholars have extensively investigated the topic of leadership, contributing to the development of diverse leadership theories and contemporary managerial practice. However, the emergence and renewed focus on societal grand challenges warrant an alternative approach to leadership such as sustainability leadership. Despite the critical importance of sustainability leadership in addressing these global concerns, scholarly research in this field of inquiry, by and large, remained scant and fragmented, lacking conceptual coherence and theoretical integration. While the existing literature provides insights into sustainability leadership characteristics, competencies, behaviors, and actions, it failed to integrate a holistic understanding of how these aspects are connected and affect each other. Accordingly, the purpose of this review paper is to provide conceptual synthesis and critical appraisal of the extant literature on sustainability leadership. Drawing on a systems theory perspective on paradox, we developed an integrative multilevel sustainability leadership framework, which demonstrates the linkages between individual‐level mechanisms (micro), organizational‐level mechanisms (meso), and societal context (macro). The framework explicates the key underlying mechanisms of sustainability leadership functioning embedded in paradoxical tensions to address complex and multifaceted sustainability issues. The paper concludes by offering implications for research and managerial practice and avenues for future research.

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“…At the organisational level, conscious attention is about organisational learning, about learning as a team, about establishing a culture and environment of self-actualisation in tune with organisational self-actualisation (for example, Looman, 2003) or sometimes without any regard to oneself or others, but with a clear priority on organisational performance (e.g. Egleston, 2017).…”

Section: Organisational Developmentmentioning

confidence: 99%

“…Within the organisational growth perspective, there are two views, essentially: one which is concerned with growing as an organisation as a result of the sum of growing individuals coming together in an organisation, and the other which is concerned with ensuring processes, structures, activities, dialogue and feedback culture etc. are optimised for success in line with the organisational goals (see, for example Egleston et al 2017).…”

Section: Organisational Developmentmentioning

confidence: 99%

“…There is a clear difference in the perception of a human being in both views: the first considers an intrinsic willingness for growth and development, the second perceives the human being as means, as an instrument which needs to be optimised to better achieve organisational goals -regardless of if these are in tune with the individual's goals or not. Related literature on this view on reflective leadership such as from Egleston et al (2017) tend to take what I consider an outdated view on leadership, speaking about leaders motivating followers, encouraging followers, challenging the assumptions of employees, etc. without considering the inner perspective of individuals, regardless of follower-leader distinctions.…”

Section: Organisational Developmentmentioning

confidence: 99%

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Love leadership: an exploration of agapé in leadership practice

Klipan

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This thesis is an exploration of love in leadership. Love within the context of this research is understood in the sense of agapé, as unconditional, moral love for oneself and others, grounded in compassion and appreciation of our common humanity. Leadership literature suggests a need for empirical research at the motivational level of leadership and for further research on love in leadership. To contribute to the body of literature and to advance insights for practitioners, the exploration was guided by the research question: How could love look like in leadership practice? The research was designed and conducted as qualitative research in which the researcher takes an acknowledged, active role in the process. Participants were selected based on meeting the criteria of being in a position of authority and considering people-centricity, care, or agapé in their leadership. The researcher conducted semi-structured interviews with a duration of 45-120 minutes and collected further insights after the interviews from those participants who were willing to share additional experiences from their leadership practice. Within the context of leadership, participants reflected on their life history, on who they are, what matters to them, what guides them in their interaction with themselves and others, and why. After 16 interviews, a perceived saturation of insights was reached. The interviews were transcribed and analysed in a reflexive thematic analysis in which the researcher engaged with the data from different perspectives and in an iterative way. The findings were interpreted in relation to the research focus and identified that the conceptualisation of love in leadership practice contained four main perspectives: inner, perceptual, relational, and conscious. Relevant quotes from the data set supported the identification and presentation of these as major themes. The findings were contrasted against existing literature. Supporting and countering aspects were emphasised along the identified themes. Love in leadership as identified within this thesis suggests the need for a sustained inner love towards oneself, a perception of equality with others, a congruence in purpose, and a conscious attention at each level: inner, perceptual, relational, and conscious; all of these are interconnected, grounded in and tested against the compass of agapé. For each theme, key contributions to theory were outlined and include a shift from demarcation to a perception of connectedness and to establishing a sustained stability within the leader before attempting to serve others. Mutually shared aspects of humanity and opportunities to come together in equal strength and value become more important than hierarchical distinctions, such as leader and follower, or identities, such as types of people. Attitudes and perceptions are aligned to agapé and reflected in the active choice of behaviours intended for the mutual benefit of oneself and others, derived from conscious attention and dialogue. Prescriptive behaviours are replaced by conscious attention enabling leaders to choose their behaviours and be flexible to adapt to the needs of different situations and contexts. Key contributions to practice were presented and include a selective dedication of conscious attention to each of the identified perspectives and a reconsideration of the leadership of self, others, and organisations through the lens of agapé. Leadership development could benefit from including these learnings to enhance established practice and develop new ways of approaching leadership in organisations, at individual, group, and organisation wide levels. Further research could explore the practicality of implementing the findings of this thesis in leadership practice, test the concept from different research perspectives, or expand its geographical and cultural scope.

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Developing, validating, and testing a model of reflective leadership

Cited by 7 publications

References 27 publications

Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines

Reflective Inquiry Practices of Instructional Leaders in Public Schools in Manila, Philippines

Sustainability leadership: An integrative review and conceptual synthesis

Love leadership: an exploration of agapé in leadership practice

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