Exploring school principals’ personal identities in Cyprus from a values perspective

Abstract

Purpose The purpose of this paper is to explore a broader understanding of the role of Cypriot school principals’ personal identities, through a values system perspective, when exercising their leadership. Design/methodology/approach A multicase study methodology was followed with five school principals, representing five different leadership styles. In each case, an in-depth investigation of the school principal’s personal identity was undertaken. School principals’ personal values were explored during interviews, staff meetings and daily activities observations, as well as through the use of the think-aloud protocol method. This study utilized the Schwartz Theory of Basic Human Values, as well as the Pashiardis–Brauckmann Holistic Leadership Framework, as the guiding theoretical framework. Findings School principals’ personal identities in Cyprus seem to influence, to some extent, their daily leadership practice. However, particular factors associated with the context in which they live (social identity) and work (professional identity), seemed to be affecting the personal values embedded throughout their personal identities. Research limitations/implications Five school principals are not enough to make generalizations on the relationships between leadership styles and values. However, through this paper, the authors sought to provide examples on how school principals’ personal identities influence their leadership practice. Practical implications The findings highlight the important role and attention to school principals’ personal identities, beyond the core management and leadership courses. The findings also shed light on the importance of looking more closely at contextual elements “outside” and “inside” the school and to what extent these could influence school principals’ personal identities. Originality/value This paper offers insights into school principals’ personal identities, through a values system perspective, and how these personal identities influence their leadership practice.

Successful school principals in primary and secondary education: a comprehensive review of a ten-year research project in Cyprus

“…Gold, 2004; Baig, 2010; Notman, 2017; Crow and Møller, 2017). In addition, in relation with the context of Cyprus, recent studies on school principalship (Kafa and Pashiardis, 2019, 2020) revealed that school principals promoted a number of values such as that of kindness and commitment in order to build relationships and contacts with various external stakeholders such as parents, as well as to maintain good relations with teachers within their schools. In general, in the European context it seems that successful school principals create a vision, which is values-driven and can be shared with all stakeholders (Pashiardis et al , 2016).…”

Looking back and forward: a critical review of the history and future progress of the ISSPP

“…Contexts highlighted include geographic, historical and generational, and gender and how gender intersects with race in powerful and paradoxical ways and how professional identities shift over time and respond to school-wide change and interact on social media (Johnson and Crow, 2017). Other studies have emphasized the importance of values connected to the principals' understanding of their position and role and the improvement of the welfare of the people with whom principals were in frequent personal contact (Kafa and Pahiardis, 2019).…”

Exploring Value-driven Leadership: Perspectives From School Leaders

“…School leadership is under increasing scrutiny as it could contribute to student attainment and school improvement in the recent decade. Literature provides evidence that school leadership has a significant impact on student learning (Adams, 2018; Hallinger & Kulophas, 2020; Kafa & Pashiardis, 2019; Krüger et al, 2007; Leithwood et al, 2008). However, the role of schools has been dramatically modified over decades due to the demand of education reform (Bush & Ng, 2019).…”

“…However, the role of schools has been dramatically modified over decades due to the demand of education reform (Bush & Ng, 2019). Schools have become more complex organizations and thus there is a need to focus on school leaders’ values in enhancing effective leadership (Kafa & Pashiardis, 2019). In relation to this concern, effective leadership is underpinned by the school leaders’ personal values: their qualities, beliefs, and behavior, which serve as the sources of variation in leadership practices (Hallinger, 2011).…”