Nurturing Authentic Leadership for Teacher Leaders: The Challenges Ahead

Bezzina, Christopher; Bufalino, Giambattista

doi:10.1080/00228958.2019.1549434

Cited by 10 publications

(6 citation statements)

References 11 publications

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“…The importance of this dimension is also confirmed in corresponding leadership research, where the importance of principals' and other leaders' personal commitment, values, authenticity, and curiosity has proven to be important for successful leadership (see e.g. Angelle, 2017;Bezzina & Bufalino, 2019). Linked to the Swedish case and the systemic-structural aspects described above, there are relevant characteristics related to this second identity dimension as well.…”

Section: Theoretical Lensesmentioning

confidence: 67%

“…Regarding the personal dimension, it is relevant to highlight that the principals' personal engagement in the school and their personal values appear to constitute important content for this dimension, which, importantly, has been established alongside the decentralization -re-centralization reforms (cf. Angelle, 2017;Bezzina & Bufalino, 2019). When it comes to the third and final dimension, the situated or socially located dimension, the analysis has provided a more detailed image of what Swedish principals actually place in this dimension.…”

Section: Discussionmentioning

confidence: 99%

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Principals’ identity – developing and validating an analysis instrument in the Swedish context

Nordholm

Arnqvist

Nihlfors

2020

International Journal of Leadership in Education

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The aim of this article is to develop and validate an analysis instrument of principal' identity in the Swedish context. A point of departure is taken in the work of Crow, Day, and Møller (2017) and three dimensions of the concept: professional, personal, and situated or socially located. The article builds on a survey on Swedish principals covering questions of the three identity dimensions. The survey reached approximately 3,000 out of the 3,600 Swedish principals, generating 1,286 replies (n = 1,286). The analyses identified questions with strong and weak correlation with the three dimensions. Thus, the findings provide components for a more refined analysis instrument to analyze how principals' identity is formed and negotiated in different contexts without overlooking the fact that construction of identity is situated in time, space, and place. These findings also contribute to a more comprehensive image of principal's professional identity. Additional studies, however, are requested for a more in-depth understanding of the concept of identity in various leadership contexts.Around the globe, the concept of principals' identity has gained increased attention in school leadership research (e.g.

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Section: Theoretical Lensesmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Principals’ identity – developing and validating an analysis instrument in the Swedish context

Nordholm

Arnqvist

Nihlfors

2020

International Journal of Leadership in Education

View full text Add to dashboard Cite

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“…However, even if one could relate these results to some kind of expected development in the profession, there might still be a need to highlight the personal identity dimension more clearly, for instance, in principal training, so it is clearly found throughout the professional life of principals (cf. Angelle 2017; Bezzina and Bufalino 2019;Bird et al 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The importance of this dimension is also confirmed in previous leadership research, where the importance of principals' and other school leaderships' personal commitment, values, authenticity, and curiosity has proven to be important for successful leadership (cf. Angelle 2017; Bezzina and Bufalino 2019;Bird et al 2013). Linked to the Swedish case and the systemic-structural aspects described above, there are relevant characteristics related to this third identity dimension as well.…”

Section: Theoretical Perspectives and The Swedish Casementioning

confidence: 99%

Principals’ emotional identity – the Swedish case

Nordholm

Arnqvist

Nihlfors

2020

School Leadership & Management

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“…As Bezzina and Bufalino (2019) stated, there is a need for authentic leadership in educational institutions to understand the needs of both teachers and students, move them forward, stay abreast of developments, and resist the challenges facing the world today. Sinclair (2010) emphasized the increasing need for authentic leaders who have integrity and who deal with honesty and courage through their moral values to meet the needs of students in educational institutions.…”

Section: Importance Of Authentic Leadership In Contemporary Educational Institutionsmentioning

confidence: 99%

Degree of practicing authentic leadership among public school leaders from the teachers’ viewpoint

Al-Dhuwaihi

Almohaisin

2021

CJES

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This study aimed to determine the degree of practicing authentic leadership among public-school leaders from teachers’ viewpoint while also revealing whether statistically significant differences exist between the respondents’ means of the degree of authentic leadership practice due to number of years of service, specialization, and/or scholastic stage. A descriptive-analytical approach was adopted. The study population consisted of teachers. A stratified random sample of 351 female teachers was chosen. The questionnaire used consisted of four main axes that included the four authentic leadership elements: self-awareness, relational transparency, the internalized moral perspective, and balanced processing. The results indicated a high degree of the practice of the four dimensions of authentic leadership among the leaders as well as the presence of statistically significant differences between teachers’ mean responses about the degree of authentic leadership practice among the leaders of public-schools due to the number of years of service in favor of the teachers whose years of service ranged between 5 and 10 years as well as academic level in favor of intermediate school teachers. The researchers also offer several recommendations. Keywords: Authentic leadership; school principals; practice leadership;

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Nurturing Authentic Leadership for Teacher Leaders: The Challenges Ahead

Cited by 10 publications

References 11 publications

Principals’ identity – developing and validating an analysis instrument in the Swedish context

Principals’ identity – developing and validating an analysis instrument in the Swedish context

Principals’ emotional identity – the Swedish case

Degree of practicing authentic leadership among public school leaders from the teachers’ viewpoint

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