Principals’ emotional identity – the Swedish case

Nordholm, Daniel; Arnqvist, Anders; Nihlfors, Elisabet

doi:10.1080/13632434.2020.1716326

Cited by 14 publications

(7 citation statements)

References 25 publications

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“…The findings showed how each of the three dimensions constitutes an important facet of Swedish principals' emotional identity. The analysis also detected significant variances within the three dimensions regarding gender, age and type of principal (Nordholm et al, 2020).…”

Section: Strand 3: Successful Principalship As Socially Constructedmentioning

confidence: 88%

“…In addition, principals' emotional identity has been explored by employing a survey instrument comprising three dimensions suggested to be part of the collective framework developed by Crow et al (2017): “the professional,” “the situated or socially located” and “the personal dimension.” The findings showed how each of the three dimensions constitutes an important facet of Swedish principals' emotional identity. The analysis also detected significant variances within the three dimensions regarding gender, age and type of principal (Nordholm et al , 2020).…”

Section: Strand 3: Successful Principalship As Socially Constructedmentioning

confidence: 89%

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Looking back and forward: a critical review of the history and future progress of the ISSPP

Gunnulfsen

Jensen

Møller

2021

JEA

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PurposeThe purpose of the article is to examine knowledge about successful principalship and discuss the methodology that has emerged throughout the history of the International Successful School Principals Project (ISSPP) and their implications for future progress.Design/methodology/approachHistorical analysis is used as a strategy for establishing the background, the expansion and the progress of ISSPP as a long-standing international research network and to discuss the development of three research strands and methodological variations over time. The analysis provides a basis for pointing at some areas that need more attention in the future.FindingsThe findings suggest multiple images of the meaning of key concepts in the project and multiple theoretical and methodological orientations. There is a need to pay more attention to methodologies to make the successful cases more comparable and also to clarify the underlying assumptions of the different approaches.Originality/valueSuccessful school principalship is a complex phenomenon. Therefore, future studies of successful schools and leadership would benefit from the use of knowledge that draws on sociology, cultural studies and politics.

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Section: Strand 3: Successful Principalship As Socially Constructedmentioning

confidence: 88%

Section: Strand 3: Successful Principalship As Socially Constructedmentioning

confidence: 89%

Looking back and forward: a critical review of the history and future progress of the ISSPP

Gunnulfsen

Jensen

Møller

2021

JEA

View full text Add to dashboard Cite

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“…However, this does not apply to beliefs. As Araújo, Macedo, Santos and Doroftei [82], Turk and Wolfe [83], Hayes and Irby [84], and Nordholm, Arnqvist and Nihlfors [85] indicated, a belief, specifically with regard to principals, seems to be a very unique and particular factor inherent in each person, which is not often affected by other factors. This would explain the lack of correlation between beliefs and the factors of knowledge and attitudes.…”

Section: Discussionmentioning

confidence: 99%

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Miravet¹,

Alegre²

2020

ujer

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“…Leadership literature also highlights the emotional aspects of identity formation as the critical component of principal's professional identity development in everyday interactions, communications and leading practices (Crow et al, 2017;Beatty, 2000;Nordholm, Arnqvist & Nihlfors, 2020). Blackmore (2013) problematizes the literature on emotions in educational leadership due to its incapability to reflect "actual struggle or conflict of interests which may produce emotional responses, for example, anger over discrimination" (p. 144).…”

Section: On Professional Identitymentioning

confidence: 99%

Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power

Öztürk¹,

Çomak²

2022

jecs

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In this article, we aim to work toward a rich theoretical understanding of the relationship between social identity, professional identity, and school leadership in the context of recognitional power. We approach the relationship the study constructs by problematizing the traditional areas of leadership literature that is marked by veneration of leadership and its functional toolkit that includes traits, attitudes, behaviors, efficiency, productivity, mastery, etc. as antecedents to the leadership process. In addition, the article aims to capture the intersection of professional and social identity considering the relations of domination and everyday practices of recognition. These goals are reflected in two research questions: (1) How do we understand the relationship between school leadership, social identity and professional identity? (2) How do we approach social and professional identities in educational leadership studies in terms of recognitional power? We propound that leadership literature should include diverse epistemic approaches, problematize the structural inequalities and the institutionalized relations of recognition and recognitional power, and problematize the intersection of social identity, professional identity, and recognitional power.

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Principals’ emotional identity – the Swedish case

Cited by 14 publications

References 25 publications

Looking back and forward: a critical review of the history and future progress of the ISSPP

Looking back and forward: a critical review of the history and future progress of the ISSPP

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power

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