Support or Sabotage? A Self-Study of How Outside Consultants Shaped a New Urban Leader’s Journey

• In Event: Tensions in Self-Study: Grappling with Boundaries, Relationships, & New Roles

Abstract

This qualitative self-study examines how outside consultants facilitated or disrupted the work of a new district leader in an urban school system. Grounded in Ethics of Care, Transformative Leadership, and Organizational Resistance theories, the study analyzes interactions with consultants across one academic year. Findings reveal that while some consultants aligned with district initiatives and modeled care-based collaboration, others undermined trust, dismissed context, or withheld services despite contractual obligations. These disruptions imposed emotional labor and compromised instructional progress. The study offers practical and policy-oriented recommendations for vetting consultants and framing contracts to prioritize care, equity, and relational accountability. It contributes to leadership literature by highlighting the ethical weight as well as the profound influence of external partnerships in urban schools.

Author

• Mona Beth Zignego, LUMIN Schools