The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

Abstract

Recent academic research highlights the role of leadership identity when thinking about the improvement of the educational field. Based on this research, this article aims to identify and analyze the elements that affect the development of leadership identity in female school principals within the Chilean context. This is achieved by working from a biographical-narrative approach, specifically from the life history technique. This analysis emerges from a considerate reflection on the teachings, and personal and professional milestones highlighted in the biogram. Both personally and professionally, a multiplicity of elements is observed in the life history of María Eliana, influencing the development of her leadership identity, particularly highlighting her self-recognition as a woman. This identity is oriented towards social justice, based on socio-emotional tools such as care, empathy, and participation; and understands and values the role these elements must take in Chilean education. The case study presents tensions for the Chilean educational system, which must be able to address the complexities that women experience while holding leadership positions, especially when challenged with the perspective that school is an inclusive space of social justice.

Unraveling the link between innovative work behavior and despotic leadership: the roles of supervisor conflict and dispositional resistance to change trait

“…Second, to build a more favorable work atmosphere, public schools should identify and address dark leadership traits. Schools may need to provide leadership training that emphasizes communication, empathy and adaptation (Carrasco and Díaz, 2023).…”