Teacher Leadership Identity Development: A Social Identity Construction Perspective

• In Event: International Perspectives on School Leadership

Abstract

Using social identity construction theory, this study explored changes and mechanisms of teacher leadership identity development. A multiple case study was conducted with eight teacher leaders in China. Data were collected through narrative-style semi-structured interviews, non-participant observations and documents. Changes in teacher leadership development were manifested in the way of interaction with significant others, specifically shifting from unidirectional to two-way granting and claiming, recognizing the interdependence with colleagues and letting go of control over colleagues, and shifting from a dichotomy of responsibility boundaries to involving parents in shared leadership. Teacher leadership identity development was considered as a process of positioning and negotiation, in which leading by strengths and leading by sharing were used to (re)construct their leadership identity.

Authors

• Chan Wang, The Education University of Hong Kong

• Xianhan Huang, University of Hong Kong