Weaving leadership longitudinally: a qualitative study on faculty development (Published 2015)
Apr 06, 2016
This study explores if faculty who undertake teacher preparation, which has leadership intervention across each module, are better prepared to take on educational leadership roles.
The purpose of this study was to explore if faculty who undertake teacher preparation, which has a leadership intervention across each module, are better prepared to take on educational leadership roles.
A cross sectional qualitative approach was used as part of a longitudinal evaluation of a program. The aim was to explore the perceptions of a purposive sample across three cohorts of students. Data was collected via semi-structured interviews and were analyzed by thematic analysis.
Data from ten semi-structured interviews suggested that perceived leadership development included confidence to change day-to-day practice, see the bigger picture, and manage colleague’s expectations as a result of undertaking the program. Although profiles and experience varied across the sample all participants suggest that they are more strategic in how they interact with colleagues and plan innovations in practice as a result of the program.
Assumptions about leadership and leaders shaped the way that faculty perceived how prepared they were to take on educational leadership roles, as a result of the program. The leadership model underpinning a faculty development program can strongly shape the preparedness of the participants to take on educational leadership roles and thus requires more attention by program developers.
A very interesting paper to read for those interested in developing leadership. It approaches the subject in a novel way and attempts to measure the real impact a course can have upon leadership development
It also contains a very useful reference list.
Deborah Murdoch Eaton
interesting study that lends weight to importance of including leadership training within teacher training - and how this evidences the effectiveness of the participant. it would have been good to have explored more around why this was and whether this was related to prior experience, or roles that were given - or even on-going mentoring.
Gary D. Rogers
Thanks for sharing this interesting study. There are some really significant data here on the importance of equipping educators-in-training with both critical perspectives on the operation of power in organisations and the skills to negotiate them in order for their ideas and innovations to be implemented. I would have liked to have seen a deeper analysis of the experiential data on these phenomena, utilising a truly phenomenological methodology to get at their 'essence', rather than the hybrid 'thematic' approach utilised, which for me seemed to be trying to serve two divergent purposes. Also, the referencing system seems to shift at times between Harvard and Vancouver, meaning that some references had numbers that couldn't then be connected with the reference list. It would be worth correcting this so that the reader can consult all of the references if they wish to.