School Principals in Spainan Unstable Professional Identity

  1. Ritacco Real, Maximiliano 1
  2. Bolívar Botía, Antonio 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
IJELM, International Journal of Educational Leadership and Management

ISSN: 2014-9018

Año de publicación: 2018

Volumen: 6

Número: 1

Páginas: 18-39

Tipo: Artículo

DOI: 10.17583/IJELM.2018.2110 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: IJELM, International Journal of Educational Leadership and Management

Resumen

The article proposes an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project(ISSPP)”, where one of the three key research strands is “Principals’ identities”. It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked -at the same time- to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Second, it analyzes the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. The dimension of the principals’ identities emerges in different categories: a) Personal identity; b) Professional identity (internal perspective); c) Professional identity (external perspective); d) Social identity; e) Professionalization; [and] d) Dual identity. Finally, the results are discussed, and lines are proposed to articulate and strengthen the identity of school principals in Spain.

Referencias bibliográficas

  • Abrahão, M. H. & Bolívar, A. (Orgs.) (2014). La investigación (auto)biográfica en educación. Miradas cruzadas entre Brasil y España. Granada y Porto Alegre: Editorial de la Universidad de Granada y Editora da Pontifícia Universidade Católica do Rio Grande do Sul (EdiPUCRS).
  • Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27 (2), 308–319. DOI 10.1016/j.tate.2010.08.013
  • Balleux, A., Perez-Roux, T. (2013). Transitions professionnelles. Recherche & formation, 74, 101-114. DOI Bauman, Z. (2000). The individualized society. London: Polity Press.
  • Beck, U. & Beck-Gernsheim, E. (2001). Individualization: Institutionalized individualism and its social and political consequiences. London: Sage.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teacher and Teacher Education, 20 (2), 107-128. DOI:10.1016/j.tate.2003.07.001
  • Bolívar, A. (2002). “¿De nobis ipsis silemus?”: Epistemology of biographical-narrative research in education. Revista Electrónica de Investigación Educativa, 4 (1), 24 pp.
  • Bolivar, A. & Domingo, J. (2006). The professional identity of secondary school teachers in Spain: Crisis and reconstruction. Theory and Research in Education, 4 (3), 339-355. DOI 10.1177/1477878506069105
  • Bolívar, A., Domingo, J. & Fernández, M. (2001). La investigación biográfico-narrativa en educación. Enfoque y metodología. Madrid: La Muralla.
  • Brooks. J.S. & Normore, A. H. (2015). Qualitative research and educational leadership. International Journal of Educational Management, 29 (7), 798- 806. DOI:10.1108/IJEM-06-2015-0083
  • Burke, P. J., & Stets, J. E. (2009). Identity theory. New York, NY: Oxford University Press.
  • Carroll, B., & Levy, L. (2010). Leadership development as identity construction. Management Communication Quarterly, 24(2), 211-231. DOI: 10.1177/0893318909358725
  • Crow, G.M. (2011). Professional identities: Developing leaders for interprofessional practice. In J. Forbes C. Watson (Eds.). The Transformation of Childrens Services: Examining and Debating the Complexities of Inter/professional working (pp. 92-104). London: Routledge.
  • Crow, G., Day, C. & Møller, J. (2017): Framing research on school principals’ identities, International Journal of Leadership in Education, 20 (3), 265-277. DOI: 10.1080/13603124.2015.1123299
  • Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Semees, R. & Mujtaba, T. (2006): Variations in teachers’ work, lives and effectiveness. DfES Research Report 743. London: HMSO. http://dera.ioe.ac.uk/6405/1/rr743.pdf
  • Day, C., Kington, A., Sammons, P., & Stobart, G. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. DOI: 10.1080/01411920600775316
  • Day, C. & Kington, A. (2008). Identity, well-being and effectiveness: the emotional contexts of teaching. Pedagogy, Culture & Society, 16 (1), 7-23. DOI: 10.1080/14681360701877743
  • Day, C. & Gu, Q. (2014). Resilient teachers, resilient schools. London: Routledge.
  • Demazière, D. & Dubar, C. (1997). Analyser les entretiens biographiques. L'exemple des récits d'insertion, Paris, Nathan.
  • Dubar, C. (1992). Formes identitaires et socialisation professionnelle. Revue française de sociologie, 33 (4), 505-529. DOI: 10.2307/3322224
  • Dubar, C. (2010). La socialisation. Construction des identités sociales et professionnelles. 4th revised edition. Paris: Armand Colin.
  • Dubet, F. (2001). Le Declin de l’Institution. Paris: Seuil.
  • Duchauffour, H. (2013). Transition identitaire des directeurs d'école primaire. Trouble et crise de recrutement, conséquences d'une formation défaillante ? Recherche & formation, 74, 87-100. DOI
  • Fernández, M.L. (2011). Dirección e identidad professional. El ser o el estar en la dirección. Organización y Gestión educativa, 19 (2),25-29. DOI
  • Freeman, D. (1995). Asking “good” questions: Perspectives from qualitative research on practice, knowledge, and understanding in teacher education. TESOL Quarterly, 29 (3), 581–585. DOI 10.2307/3588077
  • Giddens, A. (1991). Modernity and self-identity. Self and society in the late modern age. Cambridge: Polity Press.
  • Gohier, C. (Dir.) (2007). Identités professionnelles d’acteurs de l’enseignement. Regards croisés. Québec: Presses de l’Université du Québec.
  • Kelchtermans, G., Piot, L., & Ballet, K. (2011). The lucid loneliness of the gatekeeper: Exploring the emotional dimensions in principals’ work lives. Oxford Review of Education, 37 (1), 93-108. DOI: 10.1080/03054985.2010.545192
  • Lumby, J. & English, F. (2009). From simplicism to complexity in leadership identity and preparation: exploring the lineage and dark secrets. International Journal of Leadership in Education: Theory and Practice, 12 (2), 95-114. DOI: 10.1080/13603120802449678
  • Montero, P. (2015). ¡Está ardiendo una papelera! Diario de una directora de instituto. Barcelona: Península.
  • Pelletier, G. (2017). Devenir dirigeant en éducation: défi d’identité, défi de savoirs d’action. Revue Enseignement et recherche en administration de l’éducation (ERADE), 1 (1), 31-48.
  • Ricoeur, P. (1992). Oneself as Another. Chicago: University of Chicago Press.
  • Sugrue, C (2015).Unmasking School Leadership: A Longitudinal Life History of School Leaders. Dordrecht: Springer.
  • Scribner, S.P. & Crow, G.M.(2012). Employing Professional Identities: Case Study of a High School Principal in a Reform Setting. Leadership and Policy in Schools, 11 (3), 243-274. DOI: 10.1177/1741143217714485
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Thousand Oaks: Sage Publications.
  • Viñao, A. (2004). La dirección escolar: un análisis genealógico-cultural. Educação (Porto Alegre), 27 (2), 367-415.
  • Wertz, F.J., Charmaz, K., & McMullen, L. M. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry. New York: The Guilford Press.
  • Whiteman, R.S. Paredes–Scribner, S. & M. Crow, G. (2015). Principal professional identity and the cultivation of trust in urban schools. In Khalifa, M., Arnold, N. W., Osanloo, F.A. & Grant, M. C. (Eds), Handbook of Urban Educational Leadership (pp. 578 - 590). USA: Rowman & Littlefield.
  • Zabalza, M.A. & Zabalza Cerdeiriña, M.A. (2012). Profesores y profesión docente. Entre el “ser” y el “estar”. Madrid: Narcea.
Fuente de los datos: Dialnet