School Leader Professional Socialization: The Contribution of Focused Observations

Brody, Judy Lechner; Vissa, Jeanne; Weathers, John M.

doi:10.1177/194277511000501401

Cited by 18 publications

(24 citation statements)

References 29 publications

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“…Several mostly case studies went beyond description to focus on outcomes of reflection for leadership development, identity as a change agent, problem-solving skills, and collaborative skills (Bowers & Murakami-Ramalho, 2010; Brody, Vissa, & Weathers, 2010; Mutchler, 2011). Boske (2011) found that reflection, based in multimedia approaches that created safe environments, transformed the conversations and views of social justice.…”

Section: Program Elementsmentioning

confidence: 99%

Effective Preparation Program Features

Crow

Whiteman

2016

Journal of Research on Leadership Education

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This article is a summary of a report prepared for the University Council for Educational Administration Program Improvement Project for the Wallace Foundation. This explores the research base for educational leadership preparation programs, specifically examining literature on program features. The review covers context, candidates, faculty, curriculum, design, delivery, pedagogy, internships, student assessment, mentoring and coaching, comprehensive leadership development, and program evaluation. In addition to summarizing the major findings in these program feature areas, the article provides a critical evaluation of the substantive and methodological gaps and future research directions.

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Section: Program Elementsmentioning

confidence: 99%

Effective Preparation Program Features

Crow

Whiteman

2016

Journal of Research on Leadership Education

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“…From these women's narratives, there is evidence of a stronger leader identity being displayed through self-confidence and a stronger self-concept that arguably stems from childhood. Indeed, Brody et al (2010) asserted that leader identity is an outcome of socialization, and both Mara and Lineo's narratives support my claim about the possible effect of masculine socialization on their careers.…”

Section: Discussionmentioning

confidence: 60%

“…The socialization of African girls and young women often puts them at a disadvantage as they learn to conform to gendered socio-cultural norms that lock them into occupations stratified by gender (Nkomo and Ngambi, 2009;Mutekwe and Modiba, 2012). Given the intricacy of leader identity to socialization (Brody et al, 2010), it is striking that these narratives appear to suggest that these three women have been socialized by default in what can be regarded as stereotypically masculine ways. Mara, Lineo, and Thobeka were all brought up performing chores that would traditionally be performed by boys and given concomitant responsibilities.…”

Section: Discussionmentioning

confidence: 99%

“…One of the work-related activities that contributes significantly to changing or shaping identity is role transition. Role transitions entail change in employment status which can be within or between organizations, and, as Brody et al (2010) have established, role change facilitates professional identity. The literature suggests that occupiers of new roles negotiate an identity by modeling existing practice in formulating a professional identity (see, too, Browne-Ferrigno, 2003).…”

Section: Self-perception Theorymentioning

confidence: 99%

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Constructions of Leadership Identities via Narratives of African Women School Leaders

Moorosi

2020

Front. Educ.

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The paper explores African women school leaders' constructions of their leadership identity. Using self-perception theory which sees changes in self-perceived leadership skills and dispositions as being related to changes in perceived leader identity, constructions of African women's leadership identity are mapped over a lifelong career. Leader identity is, in this sense, inextricably linked to gender and an attempt is therefore made to understand these leader identities as gendered. The paper presents an analysis of the interviews of three women selected from a bigger study of 89 school leaders from four countries in sub-Saharan Africa. The three narratives of women leader identity construction are drawn from three of the four case study countries. The narrative approach to data analysis reflecting women school leaders' experiences of leader identity construction involved reading transcripts and coding them with themes characterizing the processes of becoming a leader and being identified as one. Findings suggest that processes of becoming a leader are influenced by women leaders' experiences of early socialization that gave them ways of doing leadership as well as values and attributes that shape their approach to leadership. These women grew up with a strong perception of who they are, and this instilled a sense of agency that facilitates leaderful actions. These actions were then affirmed through their different stages of growth and career development, thus strengthening their leader identity. It is concluded that understanding women leaders' experiences of leader identity is an important ingredient of leadership development.

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“…In the pathways into headship, headteachers will experience the three elements of socialisation: professional socialisation, organisational socialisation : Higham, Earley, Coldwell, Stevens & Brown, 2015 and anticipatory socialisation. In defining the concept of anticipatory socialisation, Brody, Vissa and Weathers (2010) believed that the process commenced when novices projected themselves for their future headship post or role. In fact, Spillane and Anderson (2014) argued that the process of anticipatory socialisation is further improved when headteachers become deputy heads, which will allow them to observe and learn the process of being a school leader in the future.…”

Section: The Process Of Socialisationmentioning

confidence: 99%

“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation

Tahir¹,

Yusof²,

Ali³

et al. 2018

MJLI

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School Leader Professional Socialization: The Contribution of Focused Observations

Abstract: In this study, we examine how the Educational Leadership Program for Aspiring

Cited by 18 publications

References 29 publications

Effective Preparation Program Features

Effective Preparation Program Features

Constructions of Leadership Identities via Narratives of African Women School Leaders

“I Employed My Own Strategy”: Exploring Primary Headteachers’ Organisational and Professional Socialisation

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