Stages of Leadership Development: Foundational to Transitional to Entrepreneurial

• In Event: Enhancing Leadership Development in the International Community

Abstract

Objectives
This paper offers insights into the concerns and development needs of novice leaders in western Canada and assists with the refinement of leadership development frameworks which are both suitable and appropriate for early-career stages and different school contexts.

Theoretical Framework
This paper is based upon several key assumptions. First, good leadership can be taught and nurtured. Second, the primary purpose of leadership is to facilitate high-quality teaching and learning for both staff and students. Third, the leadership development needs of principals vary as they progress through their careers. Fourth, educational leadership for the twenty-first century must have an entrepreneurial dimension characterized by action as well as critical thinking. Lessons from the literature tell us that thinking without action rarely changes anything.

Methods
This research utilized a mixed-methodological approach within the pragmatic paradigm. The researchers used a questionnaire that employed rating-type and open-ended questions. The questionnaire was based upon the intensely qualitative data collected in Stages One and Two of the ISPP.

Data Sources
A sample of fifty-two highly experienced educators within the first three years of their principalship was surveyed. The principals represented small-to-large public, Catholic, urban, rural, and remote schools in Alberta, Canada. The principals’ schools were representative of elementary through senior high schools.

Results and Conclusions
Five key factors emerged as survival elements most principals perceived as problematic. These included work-life balance, poorly performing staff, time management, budgeting, and managing paperwork. Between 24% and 40% of respondents indicated that a further nine operational elements were problematic. Some of these included staffing appropriately, adjusting to the isolation of the position, sustaining school improvement initiatives, enhancing the capacity of their staff, and conflict management.

Respondents tended to be proactive in seeking professional development although this was more frequently offered through their district and professional organizations and was generally professional learning-based rather than specific to the principalship.

One quarter of the respondents indicated they had received leadership development through their previous leadership roles as vice or associate principals or other instructional leaders. Even so, almost 10% of the sample indicated that other leadership roles were insufficient or ineffective in preparing them for the principalship. A quarter of the respondents reported their graduate studies to be valuable in preparing them for their leadership position although 6% indicated their coursework was not sufficiently practical. The leadership development experiences reported as most useful were mentoring and networking.

Scholarly Significance
There is a longstanding question about the efficacy of schools in promoting success for all students. One of the key factors influencing the success of schools is the quality of the leadership in the school. Therefore, if principals are pivotal in the establishment of positive school cultures, effective educational programs, and building the capacity of teachers, it is imperative that effective leadership development is available to aspiring and new principals. Therefore, this research will be of interest to district administrators, trustees, leadership development providers, both formal and informal, as well as aspiring leaders who wish to become more innovative and entrepreneurial in orientation.

Authors

• Charles Webber, Thompson Rivers University

• Shelleyann Scott, University of Calgary

• Donald E. Scott, University of Calgary