School principals and leadership identity: A thematic exploration of the literature

González, Cristina Cruz; Segovia, Jesús Domingo

doi:10.1080/00131881.2019.1633941

Cited by 19 publications

(10 citation statements)

References 71 publications

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“…For this reason, we suggest the importance of supporting principals in obtaining the necessary skills in the development of school leadership (cf. Cruz-Gonzales, Domingo, and Lucena 2019). In previous work (Vennebo and Aas 2019), we presented a four-step conceptual model: the LPGD model.…”

Section: Introductionmentioning

confidence: 99%

A supportive tool for principals in guiding professional group discussions

Vennebo

Aas

2020

Educational Research

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Background: Developing collective professional capacities in schools is important for school improvement, and principals can initiate such developments. That is, by initiating and leading professional group discussions on teaching and learning, principals can influence teaching practices and, thereby, indirectly affect student outcomes and school improvement. However, research indicates that leading such discussions in communities of professionals can be a challenge for principals. Purpose: The aim of this article is to explore and yield insight into how a conceptual model (the LPGD model) can support principals in guiding professional group discussions on school development and change. Method: The study adopts a qualitative observational approach. Data were collected through observations of a pilot use of the model by principals who participated in the National School Leadership Programme in Norway. The data analysis was guided by cultural-historical activity theory (CHAT). Findings: The analysis shows how the conceptual model can help school leaders to guide group discussions, especially when creating a shared understanding of the problems at hand and building collective commitments that are essential to improving teaching and learning practices. Conclusion: This article highlights the need for school leaders to be supported to develop certain skills to lead professional discussions on school development -in particular, skills to help leaders in building a shared understanding of problems and collective commitments that are essential when improving teaching and learning practices.

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Section: Introductionmentioning

confidence: 99%

A supportive tool for principals in guiding professional group discussions

Vennebo

Aas

2020

Educational Research

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“…Despite the importance assigned to educational leadership in the improvement of schools, relatively few studies have delved deeper into leadership identity construction in education professionals (Bolivar and Ritacco, 2016). Consequently, school leadership and professional identity are important areas of research that deserve greater attention (Cruz-González et al, 2019).…”

Section: The Need For a Leadership Identity In Spanish School Managementmentioning

confidence: 99%

Learning from the flight of the geese: The life stories of two female principals who lead in vulnerable contexts

González

Segovia

2021

Management in Education

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This study describes the life story of two female principals who carry out their work in particularly challenging schools in the Spanish educational context. This work is part of two larger international (ISSPP) and national research projects that aim to study the professional identity of school leaders. In this case, our objective was to analyse the construction of a leadership identity when faced with the challenges of working in a difficult school context, and to identify the main strategies adopted to achieve educational improvement in such adverse situations. The findings reveal that leading with others – and not over others – was key to achieving change. Our participating principals developed a style of leadership that is distributed and oriented towards values of social justice in an attempt to eradicate inequality and discrimination in their schools. Being a woman was also a determining factor in this professional performance. Learning from ‘the flight of the geese’ was the essence of these professional stories, facing challenges with professional values of empathy, active listening, companionship, and commitment. Finally, we discuss the implications of this work for future research and professional practice.

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“…There is evidence from international studies that mention the importance of developing a strong professional identity and its influence on the way in which leadership is exercised (Crow et al, 2017; Cruz-González et al, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

Carrasco

Díaz

2021

Educational Management Administration & Leadership

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Recent academic research highlights the role of leadership identity when thinking about the improvement of the educational field. Based on this research, this article aims to identify and analyze the elements that affect the development of leadership identity in female school principals within the Chilean context. This is achieved by working from a biographical-narrative approach, specifically from the life history technique. This analysis emerges from a considerate reflection on the teachings, and personal and professional milestones highlighted in the biogram. Both personally and professionally, a multiplicity of elements is observed in the life history of María Eliana, influencing the development of her leadership identity, particularly highlighting her self-recognition as a woman. This identity is oriented towards social justice, based on socio-emotional tools such as care, empathy, and participation; and understands and values the role these elements must take in Chilean education. The case study presents tensions for the Chilean educational system, which must be able to address the complexities that women experience while holding leadership positions, especially when challenged with the perspective that school is an inclusive space of social justice.

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School principals and leadership identity: A thematic exploration of the literature

Cited by 19 publications

References 71 publications

A supportive tool for principals in guiding professional group discussions

A supportive tool for principals in guiding professional group discussions

Learning from the flight of the geese: The life stories of two female principals who lead in vulnerable contexts

The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

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