The Caterpillar Becomes a Butterfly: New Leaders Apply the Teaching of Transformative Leadership Theory to Lead Equitable Change

• In Event: 43.051 - Democratizing Education Through Transformative Leadership to Meet the Needs of Minoritized Students

Abstract

Purpose: This study describes the transition from doctoral student to transformative leader, including shifts in their attitudes and beliefs, as they work to improve teaching and learning for every student. Discussion includes their identification and navigation of systemic structural barriers, their understanding of the impact of their “pathologies of silence” (Shields, 2004), and on the need for critical self-awareness (Khalifa, Gooden, & Davis, 2016) of their mental models in order to disrupt the hegemonic status quo.
Theoretical perspective:
The author applies transformative leadership theory, beginning with “questions of justice and democracy” (Shields, 2003, p. 559), and Culturally Responsive School Leadership Theory (CRSL) (Khalifa, Gooden, & Davis, 2016) to frame this study. As doctoral students assume leadership roles, transformative leadership theory informs their work as they learn to challenge systematic oppression in their school/district.

Methods: Using thematic content analysis (Berg, 2007) of doctoral course projects and dissertations over three years, narratives found in final course projects and dissertations were analyzed and themes emerged. As doctoral students in an educational leadership program became consciously aware of their own sociopolitical identity, this study examines how the process influences their socially constructed attitudes and perceptions about issues of race as central to improving learning outcomes, and the impact it has on sensemaking for every student, particularly students of color.

Data sources: Final course projects as well as doctoral research projects (DRPs – Ed.D. students) and dissertations (Ph.D. students) from doctoral students at one educational leadership preparation program were collected over a three-year period. They were de-identified for analysis for this research study.

Results: Critical thematic content analysis showed evidence that the new educational leaders were surprised by the gravity of the transformative leadership work they had to do before starting any instructional initiatives. Relying on the work of Shields (2003; 2004) and Khalifa, Gooden, & Davis (2016), they were initially surprised by the systemic resistance to change. Their attitudes and beliefs shifted throughout their coursework, as well as during the development of their DRP or dissertation. They learned that transformative leadership practices are not “add-ons”, but are integral to their work as socially just leaders of democratic schools and districts.

Scholarly significance: The findings have implication for practice, for research, and for policy. Aspiring school and district leaders need to engage in deeply contemplative reflection during their preparation, surfacing and challenging their own mental models about how their values and beliefs influence their leadership. They need to have pre-service experiences that engage them in the messy and complex process of leading change, particularly relative to issues of oppression and marginalization of demographic subgroups of students. Research focused on the impact of such preparation will inform policy makers, as they develop state-level requirements for preparation programs, as well as for certification.

Author

• Kristina Astrid Hesbol, University of Denver