Universal Journal of Educational Research Vol. 4(5), pp. 1129 - 1141
DOI: 10.13189/ujer.2016.040524
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Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context?

Alison Fox ^*
School of Education, University of Leicester, UK

ABSTRACT

This study in an English context focused on the development of teachers identified as 'emergent' school leaders. It explored the aspirations and experiences of such leaders, applying a sociocultural view of identity development. Five participants from across school phases, backgrounds and ages were interviewed and generated participant learning logs over 1- 3 years. This paper focuses on the visual representations of these leaders' identity development, to reveal their multiple identities. Whilst identity development was unique, three of the leaders aspired to become senior leaders and two to become 'valued peers'. This paper poses the question as to whether schools and those supporting school leaders fully appreciate and support such plurality?

KEYWORDS
Identity Development, Leadership Development, Professional Development

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Alison Fox , "Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context?," Universal Journal of Educational Research, Vol. 4, No. 5, pp. 1129 - 1141, 2016. DOI: 10.13189/ujer.2016.040524.

(b). APA Format:
Alison Fox (2016). Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context?. Universal Journal of Educational Research, 4(5), 1129 - 1141. DOI: 10.13189/ujer.2016.040524.