A Grounded Theory of Educational Leadership Development Using Generative Dialogue

Autor/inn/en	Hartney, Elizabeth; Axe, Jo; Borkowsky, Keith
Titel	A Grounded Theory of Educational Leadership Development Using Generative Dialogue
Quelle	In: Management in Education, 37 (2023) 2, S.85-92 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartney, Elizabeth) ORCID (Borkowsky, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020621999680
Schlagwörter	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; Canada + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Audio-CD; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Sicherheit; Ethik; Schulkultur; Schulleben; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Psychohygiene; Kanada
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01