An exploration of individual emergent leaders' identity development through the use of learning

• Main Author: Fox, Alison Ross Craven
• Published: Open University 2011
• Subjects: 371.2011
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551617

Teh English National College for Leadership of Schools and Children's Services' S<tS~';,fiamework for leadership development refers to 'emergent leaders' , :ut-j5.efug.clear what 'emergent' means. This study explores the experiences of 'Gti'1i!i:fiered as 'emergent leaders' to find out how 'emergence' might be 'i~~~\%eir development is conceptualised as identity development, by , Q:':tIng:a;socio-cultural understanding of the emergent leaders' learning. <;,~)t~,1§ on how individuals make meaning of their experiences once in formal , Iproles, so developing their identities. This is important to understand in a , El'i~xtjliwhich schools are experiencing problems with both teacher retention and nlofileader recruitment. - ~\~;:"\ ,?:~fu,'ergent' leaders from three English Local Authorities and from Primary, '':tN1i(idle and Secondary schools participated in a series of interviews and 'learning log' 'Gtlvities over periods of 14-36 months. Phase 1 focused on their experiences prior to ;-e-!Startof the study: Phase 2 on their current learning. From the accumulated data set ~', . "atlling biographies were generated. , ,,,; '. . ' , '" ;'~ ,'/Diverse and personal accounts of identity development were revealed. The study '.,:,"conc1uded that it was not appropriate to think of 'emergence' in terms of role ":';'progression into senior leadership positions, as the NCLSCS framework for leadership might imply. Individuals decided who they wanted to become by making ',sense of themselves in relation to judgments of their experiences. Whilst three , """'participant leaders did develop identities as aspiring senior leaders, two talked instead " , "of aspiring to be peers, rather than 'leaders'. ~,A,,:' 'The study highlighted the central role oftalk to identity development and the lack of ". '" 'opportunity for this in schools. This involved reflective 'selftalk' as well as talk with , others, with the study itself contributing to such 'identity talk'. It is important to develop opportunities (times, spaces, skills and relationships) for talk to support contemporary' emergent' school leaders "