Thesis

Identity and emotional competence : exploring Scottish teachers’ leadership experiences

Downloadable Content

Download PDF
Creator
Rights statement
Awarding institution
  • University of Strathclyde
Date of award
  • 2023
Thesis identifier
  • T16625
Person Identifier (Local)
  • 201759568
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • This study explored the leadership experiences of Scottish teachers with and without formal leadership positions. This exploration was undertaken in order to better understand how the participants’ sense of themselves as leaders was developed and influenced over the period of their participation. This deeper understanding of their personal development as leaders and how this might influence and inform leadership preparation was considered. A constructivist comparative case study approach was employed in order to explore the interaction of identity and identity formation with emotional competence (emotional intelligence). A theoretical framework that combined the Profile of Emotional Competence (PEC) (Brasseur et al., 2013) and the Personality and Social Structure Perspective (PSSP) model (Côté & Levine, 2002), provided the basis for the design of the data collection and subsequent analyses, whilst employing the process of reflexive thematic analysis (Braun and Clarke, 2006). Critical reflections on their work as leaders were collected longitudinally from four part-time university students undertaking a Masters in Educational Leadership over a period of two years, who were continuing to work as teachers in Scottish schools. Critical reflections were also collected from three additional participants who did not engage through the entire two-year period. The evidence was interpreted as indicating an interplay between emotional competence and identity formation. Students’ sense of identity as a leader acted as an important point of reference for them and consisted of a belief in improving teaching and learning (and linked to this), a belief in improving student outcomes, a requirement for technical expertise, and a requirement to maintain a calm and purposeful demeanour. This aspect of the participants’ identity appeared to be influenced by confirmation from more senior leaders of their actions, positive impact of their actions, improvement as a consequence of leadership actions, and wider reactions from colleagues during interactions. Conclusions were used to construct a series of recommendations, offered to those involved in the education, support and policy making that influences the development of teachers as leaders. In terms of supporting developing leaders this should be a career long endeavour that celebrates diversity, strengthens emotional competencies, allows leaders to consider their own values and gives time to acquiring technical knowledge. Finally, contributions to the field of Educational Leadership, Management and Administration preparation are offered, along with further research suggestions.
Advisor / supervisor
  • Christie, Donald (Donald F. M.)
  • Samier, Eugénie Angèle, 1954-
Resource Type
DOI

Relations

Items

Thumbnail Title Date Uploaded Visibility Actions
file details PDF of thesis T16625 2023-06-20 Public Download