ERIC Number: EJ1373029
Record Type: Journal
Publication Date: 2023-Apr
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0892-0206
EISSN: EISSN-1741-9883
Available Date: N/A
A Grounded Theory of Educational Leadership Development Using Generative Dialogue
Hartney, Elizabeth; Axe, Jo; Borkowsky, Keith
Management in Education, v37 n2 p85-92 Apr 2023
The aim of this research was to develop a grounded theory of educational leadership development, using generative dialogue (GD), as an approach to initiating and maintaining professional growth in school principals/vice principals in an urban school district in a relatively affluent region of Western Canada. In Wave I, GD interviews were conducted by a team of consultants, and anonymous data were voluntarily submitted to the research team (n = 37). In Wave II, confidential, one-on-one, audio-recorded virtual interviews were conducted with five participants. Data were transcribed and analysed using grounded theory. The grounded theory model integrated the findings from Wave I and Wave II. There were three final overarching themes: environment, relationships, and leadership. Professional growth was evident when a GD approach was used that emphasized both positive communication and self-reflection. Relationships were supported by a focus on safety and reflected honesty, which led to a positive school culture, while leadership was facilitated through supports and the supervisor role and led to improved accountability. In conclusion, GD serves a useful purpose for facilitating professional growth in educational leaders, but should be supplemented with other evidence-based approaches to meet school leaders' broader professional development needs, and goals of school improvement. Applicability and limitations of the study are discussed.
Descriptors: Grounded Theory, Instructional Leadership, Leadership Training, Audio Equipment, Principals, Assistant Principals, Urban Schools, School Districts, Faculty Development, Safety, Ethics, School Culture, Accountability, Administrator Attitudes, Evidence Based Practice, Educational Improvement, Foreign Countries, Dialogs (Language), Barriers, Trust (Psychology), Interpersonal Relationship, Stress Variables, Mental Health
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A