TY - JOUR
T1 - When theory joins practice
T2 - A design-based research approach for leader identity development
AU - Meeuwissen, Stephanie N E
AU - Gijselaers, Wim H
AU - de Rijk, Angelique E
AU - Huveneers, Wilma J M
AU - Wolfhagen, Ineke H A P
AU - Oude Egbrink, Mirjam G A
N1 - Funding Information:
The programme, entitled ‘Leadership development for course coordinators,’ was designed by faculty developers, course coordinators and researchers (see Supplemental Appendix 1 ). The programme strived to make course coordinators aware of their leadership views and behaviour to develop specific leadership competences aimed at effective collaborations. Leader identity formation was supported by tackling personal, interpersonal and organisational aspects of leadership.
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/6/3
Y1 - 2022/6/3
N2 - INTRODUCTION: Inclusive educational leaders promote teacher team functioning. To support leader inclusiveness, we designed and implemented a faculty development programme focusing on leader identity formation. We investigated (1) how participants' leader identity developed throughout the programme and (2) how the design principles contributed to this process, according to participants.METHODS: A design-based research approach was followed. Participants were 7 course coordinators, leading an interdisciplinary teacher team. To study leader identity development, participants repeatedly filled out a validated questionnaire. To investigate how design principles contributed, observational field notes, facilitator debriefings, a programme evaluation questionnaire and a semi-structured focus group were used. Thematic analysis was applied for qualitative data.RESULTS: Participants gained broader views on leadership, moving from individual dominance towards engaging team members. Most participants initially experienced a deconstruction of their former leader identity and became motivated to improve leadership qualities. Competence-building, reflecting and receiving feedback on workplace experiences, and practicing in a safe environment were perceived to be key for identity development.CONCLUSIONS: We developed and evaluated a leader identity programme which can convert teachers' classic leadership views towards views incorporating social interactions and relationships. We demonstrated how social interactions provide opportunities to learn from pe.ers in the work environment.
AB - INTRODUCTION: Inclusive educational leaders promote teacher team functioning. To support leader inclusiveness, we designed and implemented a faculty development programme focusing on leader identity formation. We investigated (1) how participants' leader identity developed throughout the programme and (2) how the design principles contributed to this process, according to participants.METHODS: A design-based research approach was followed. Participants were 7 course coordinators, leading an interdisciplinary teacher team. To study leader identity development, participants repeatedly filled out a validated questionnaire. To investigate how design principles contributed, observational field notes, facilitator debriefings, a programme evaluation questionnaire and a semi-structured focus group were used. Thematic analysis was applied for qualitative data.RESULTS: Participants gained broader views on leadership, moving from individual dominance towards engaging team members. Most participants initially experienced a deconstruction of their former leader identity and became motivated to improve leadership qualities. Competence-building, reflecting and receiving feedback on workplace experiences, and practicing in a safe environment were perceived to be key for identity development.CONCLUSIONS: We developed and evaluated a leader identity programme which can convert teachers' classic leadership views towards views incorporating social interactions and relationships. We demonstrated how social interactions provide opportunities to learn from pe.ers in the work environment.
KW - Faculty development
KW - teacher teams
KW - leader identity
KW - identity formation
KW - leadership
KW - FACULTY-DEVELOPMENT
KW - EDUCATION
U2 - 10.1080/0142159x.2021.2015532
DO - 10.1080/0142159x.2021.2015532
M3 - Article
C2 - 34928758
SN - 0142-159X
VL - 44
SP - 636
EP - 642
JO - Medical Teacher
JF - Medical Teacher
IS - 6
ER -