Effects of Structured Self-reflection on the Development of Authentic Leadership Practices among Queensland Primary School Principals

Abstract

This article reports on research that explored the concept of authentic leadership with seven principals of Catholic primary schools in Brisbane, Australia. Recent developments in leadership theory have promoted the concept of authentic leadership for addressing the leadership demands associated with our seemingly ever-changing and unpredictable, if not chaotic, world. In particular, authentic leaders are said to act in accordance with their personal values and convictions thereby building essential credibility, respect and trust. This suggests that the development of authentic leadership is contingent upon the leader having explicit knowledge of their values so that they can readily act in accordance with these values. Hence, this research sought to determine whether or not it is possible to develop authentic leadership practices by increasing the leader's explicit knowledge of their personal values. A deeply structured process of self-reflection was used as the means for increasing this explicit self-knowledge. In the light of this research, it is proposed that there is more to authentic leadership than knowing one's values. Arguably, truly authentic leadership might only be possible for those leaders who have the commitment and courage to come to know and understand the full extent of the influential power of their whole inner Self.

Predictors of Leadership Effectiveness for Turkish Secondary School Teachers

“…Robertson (2005) explains that if an individual is capable of operating in the domain of generative paradox they will gain insights through reflection about their behaviour that will enable them to learn and develop. Previous research (Begley, 2007;Branson, 2007;Muijs and Harris, 2004) with teachers has also stressed the importance of reflection if they are to develop their leadership capability in the classroom. Yet this group of teachers did not associate reflection with effectiveness.…”

“…Sınıf içinde öğretmen liderliği, öğrencinin başarısını pozitif yönde etkilemede ve öğrenciyle pozitif ilişkinin kurulmasında oldukça önemli bir yer almaktadır (Argyris and Schon, 1996). Liderlik alanyazınında öğretmenin sınıf içinde liderliği ile ilgili çok az çalışmanın olduğu görülmektedir (Can, 2006;Cheng, 1994;Çağlar, Yakut ve Karadağ, 2005;Branson, 2007;Begley, 2007). Bu çalışma, öğretmenlerin sınıf içinde liderlik davranışlarının etkililiğini araştırmaktadır.…”

“…Furthermore, teacher leadership in the classroom is crucial for the building of positive relationships that have a significant positive impact on students" achievements (Argyris and Schon, 1996). Few studies (Cheng, 1994;Çağlar, Yakut and Karadağ, 2005;Branson, 2007;Begley, 2007) have attempted to explain this leadership behaviour by analysing it within the context of leadership literature. There are two exceptions: Pounder (2006), who used the transformational leadership literature to explain the leadership behaviour of teachers, and Davies and Coates (2005) who used the Competing Values Framework to explain school leadership.…”

School Principals’ Authentic Leadership and Teachers’ Psychological Capital: Teachers’ Perspectives

“…Moreover, the practice of authentic leadership depends on leaders having high self-awareness of their values; this helps ensure that they act in alignment with their convictions. A deeply structured process of self-reflection is one way of increasing principals' explicit self-knowledge (Branson, 2007).When designing preparation and professional development programs for principals, faculty must consider how to strengthen the link between personal consciousness and professional practice and also enhance their principals' moral courage to overcome any hindrances to authentic leadership.…”

How can the skills of Early Years leaders support other leaders in a primary school setting?

“…In addition, Branson (2006) focuses on sharpening leaders' knowledge, skills and abilities that promoted learning through a deeply structured reflective process. Interestingly, May's (2011) research undertaken with leaders of children's services suggested that the skills required by the next generation of leaders consisted of: creativity, ingenuity and skills of collaboration; entrepreneurial/business planning skills; ability to marshal resources and make best use of professional expertise; and confidence and courage to challenge orthodox solutions and to implement change in the face of opposition from the professional establishment.…”