Work

Identity positioning of experienced school principals when facing critical incidents

Year: 2024

Type: article

Abstract: The study focused on experienced school principals' identity positions when facing critical incidents that arise over the course of a school year with the aim of better understanding their identity positioning. Ultimately, we intended results to inform on training proposals and school principals' professional identity development. We used a dialogic framework and a longitudinal design to analyze the positioning processes that allowed four experienced school principals to solve the incidents they faced during their regular activity. Results confirm the dynamic nature of identity and suggest that the positive resolution of critical incidents involved interventions from main positions (core positions, promotor positions, and meta-positions) coalitions with prominent secondary positions, and creation of new positions. Such results indicate to what extent dialogue helped principals deal consciously and strategically with the incidents that configure their professional practice and ultimately contribute to the construction of their identities.

Source: Heliyon

DOI: 10.1016/j.heliyon.2024.e36025

Authors: Núria Mollá, Montserrat Castelló

Institution: Universitat Ramon Llull

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Peace, justice, and strong institutions

Open Access status: gold

Estimated APC paid: $2,100