Group coaching: a new way of constructing leadership identity?

Aas, Marit; Vavik, Mette

doi:10.1080/13632434.2014.962497

Cited by 45 publications

(52 citation statements)

References 24 publications

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“…Each group was composed of five principals representing different school levels, school sizes and geographical locations in Norway. All group members were principals participating in the National Leadership Programme from 2011-2012, and they had developed positive and trusting relationships with one another (see Aas and Vavik, 2015). In each of the eight groups, one of the principals was asked to lead the group discussion.…”

Section: Methodsmentioning

confidence: 99%

Leadership and change in a Norwegian school context: Tensions as productive driving forces

Vennebo¹,

Aas²

2020

Educational Management Administration & Leadership

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This article examines the leadership of school principals who, based on the narrative case of the Blueberry School, discuss how they as principals would have responded to a similar problematic situation regarding a school change process. The study is grounded in the context of the Norwegian National School Leadership Programme. Theoretically, the study is informed by cultural–historical activity theory. The findings exemplify how the principals’ responses encompass various viewpoints and arguments through which tensions inherent in the context of the change process are provoked and displayed. This study has three implications for school leadership and change. First, when principals experience problematic change processes at their school, they should take time to identify the tensions, discuss how to understand them and think through their implications for leadership. Second, leading these types of tension-laden change processes in schools requires analytic and reflective skills and training; thus, steps to strengthen these skills should be included in leadership programmes. Finally, there is a need for research focussing on how to conduct informed analysis to reveal tensions when problematic situations occur in school change processes. This is because informed analysis may lay the groundwork for how school leaders can utilise tensions as productive driving forces in change processes.

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Section: Methodsmentioning

confidence: 99%

Leadership and change in a Norwegian school context: Tensions as productive driving forces

Vennebo¹,

Aas²

2020

Educational Management Administration & Leadership

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“…In brief, there are major reasons for deepening our understanding of the self in school leadership (Robertson, 2017). These studies resulted in the emergence of the term leadership identity (Aas and Vavick, 2015; Sinha and Hanuscin, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…A third strand has emerged on the identification of personal qualities and professional competencies generic to effective school leaders of the International Successful School Principalship Project (ISSPP) coordinated by Christopher Day. This project has encouraged a series of research studies focused on the development of professional leadership identity in successful school leaders (Aas and Vavick, 2015; Crow et al, 2017; Ritacco and Bolívar, 2018; Robertson, 2017; Sinha and Hanuscin, 2017).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of principals’ leadership identity from 1993 to 2019

González¹,

Rodríguez²,

Segovia³

2020

Educational Management Administration & Leadership

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There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

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“…Compared to one-to-one coachings, peer group coachings are more cost-effective and allow participants to learn from each other ( Aas and Vavik, 2015 ). They can increase their commitment, mutual trust, and collaboration ( Kets de Vries, 2005 ).…”

Section: Formulation Of Projectionsmentioning

confidence: 99%