Becoming skillful leaders: American school principals’ transformative learning

Abstract

In this study, I explore how school principals experience transformative learning in relation to leadership development and how these experiences influence their leadership practices and perceptions. Transformative learning is critical for school leaders because it can lead to meaningful learning that qualitatively changes their leadership practices. Assuming that personally significant incidents are important for transformative learning, I analyzed qualitative data collected from 12 school principals in the United States. Analysis revealed that with these transformative learning experiences, school principals established strong foundations of leadership assumptions and strategies by changing and expanding their views of themselves and others. My findings suggest that education for principal leadership development should provide opportunities to explore multiple dimensions of learning, how relationships and school contexts influence leadership decision making, and how principals perceive themselves as leaders. This study contributes to a more dynamic understanding of how school leaders make actual change in their leadership practices.

Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning

“…These relationships in our individual experiences shaped our values and dispositions towards what our teaching and learning should look like because the relationships allowed us to reflect on our colleagues' and students' perspectives. The role of community within our learning context also supports existing findings that meaningful learning often starts with personally significant relationships beyond the professional or formal settings of learning (Kim 2020). Understanding multi-voices and knowing individual members of the community outside of formal, professional settings could be seen as an implicit rule for teachers as learners.…”

A study on the effects of college students’ knowledge-sharing behavior on group performance and individual social status

“…Currently, in the actual practice of student management in universities and colleges, due to the constraints of traditional concepts (Sun, 2021;Tao et al, 2021), limitations of the educational system (Ugnich et al, 2019), lack of professional training and exchange opportunities (Halberstadt et al, 2019), and the influence of organizational culture and work climate (Al-Husseini et al, 2019;Al-Kurdi et al, 2020), resulting in a general lack of knowledge management perceptions yet. Many leaders, teachers, and even student management workers in colleges and universities think that student management is practical work, mainly relying on accumulating work experience but not on establishing the concept of "knowledge in student management" (Kim, 2020). Due to the lack of rational understanding of knowledge in student management in colleges and universities, the quality and level of student management in colleges and universities are affected by the lack of accumulation of knowledge in student management in colleges and universities (Spence, 2019).…”

Pedagogical gaps in the bridge from classroom to field for pre-service principal competence development

“…Discussions of the learning theory underpinning instructional approaches in educational leadership preparation are also sparse, and where present typically only briefly mention pedagogical theory as background rationale for elements of an ELPP's design (Crow and Whiteman, 2016), rather than an empirically grounded theory of action for developing school leaders. Kim (2020) characterized the broader base of literature on learning as rich and comprehensive, but "silent on the cognitive and social processes of how school principals learn and develop leadership " (p. 355).…”