Transformation of professional identity in an experienced primary school principal

Abstract

School principals have unique identities that influence capacity to manage change. This New Zealand study explores professional identity in educational leadership and addresses a lesser researched area of identity transformation in longer-serving principals. Principals were asked how they perceived themselves as changing or changed as they led their schools through complex change processes. This article references the insights and perceptions of the most experienced of the participating principals. Findings suggest that longer-serving principals continue to transform their professional identities as they manage emotions, make decisions, access professional learning and interact with others.

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

“…Firstly, the general objective of many studies was to understand the process of developing, negotiating and constructing professional leadership identity (Boris-Schacter and Merrifield, 2000; Connolly et al, 2018; Crow et al, 2017; Johnson, 2017; Miller et al, 2015; Rayner, 2018; Ritacco and Bolivar, 2018; Robertson, 2017; Spies and Heystek, 2015). The prevailing theme of these articles was to address gender and race-based barriers to the development of leadership identity in school leaders (Armstrong and Mitchell, 2017; Arar and Shapira, 2016; Hernández and Murakami, 2016; Jones, 2017; Lya et al, 2002; Mendez-Morse et al, 2015; Murakami and Tornsen, 2017; Nickens and Washington, 2016; Watts, 1998).…”

“…Identity, as the researchers claim (Johnson, 2017; Robertson, 2017) is constructed not only in an individual way, but also in such a way that society plays a decisive role in this construction. This identity is subjective and social, implying a dual process –identity of oneself and identity of others – so ‘[n]o one can build their identity independently of the identifications that others build about such identity’ (Ritacco and Bolivar, 2018).…”

“…In this regard, investigations into leadership require the collection of data on principals, understanding what they think, feel and believe beyond their actions, which involves studying leadership identity (Sugrue, 2015). 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).…”

“…These barriers may include political, social and cultural changes, their race, gender or their personal experiences. But professional identity can also be consciously changed, as stated by Robertson (2017: 786), ‘as a result of learning processes and reflections about oneself’. Thus, all subjects have the ability to improve their personal and professional competence.…”

“…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).…”