When theory joins practice: A design-based research approach for leader identity development

Abstract

Introduction

Inclusive educational leaders promote teacher team functioning. To support leader inclusiveness, we designed and implemented a faculty development programme focusing on leader identity formation. We investigated (1) how participants’ leader identity developed throughout the programme and (2) how the design principles contributed to this process, according to participants.

Methods

A design-based research approach was followed. Participants were 7 course coordinators, leading an interdisciplinary teacher team. To study leader identity development, participants repeatedly filled out a validated questionnaire. To investigate how design principles contributed, observational field notes, facilitator debriefings, a programme evaluation questionnaire and a semi-structured focus group were used. Thematic analysis was applied for qualitative data.

Results

Participants gained broader views on leadership, moving from individual dominance towards engaging team members. Most participants initially experienced a deconstruction of their former leader identity and became motivated to improve leadership qualities. Competence-building, reflecting and receiving feedback on workplace experiences, and practicing in a safe environment were perceived to be key for identity development.

Conclusions

We developed and evaluated a leader identity programme which can convert teachers’ classic leadership views towards views incorporating social interactions and relationships. We demonstrated how social interactions provide opportunities to learn from pe.ers in the work environment.

Keywords:

• Faculty development
• teacher teams
• leader identity
• identity formation
• leadership

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Acknowledgements

The authors wish to thank all course coordinators for participating, Herma Roebertsen and Kasia Czabanowska for co-developing the programme, and Tanguy Dewaele for providing assistance on data analysis.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Leader identity: The way professionals give meaning to their leadership, including the possession of different views (their personal view on leadership and on what makes someone a leader, and how they view themselves as a leader)

Avolio et al. 2009; Zaar et al. 2020.

Additional information

Notes on contributors

Stephanie N. E. Meeuwissen

Stephanie N. E. Meeuwissen, MD, PhD, is a Resident Internal Medicine at the Maastricht University Medical Center. At the time of this study, she was a PhD candidate at the School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands.

Wim H. Gijselaers

Wim H. Gijselaers, PhD, is a Professor of Educational Research and chair of the Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, The Netherlands.

Angelique E. de Rijk

Angelique E. de Rijk, PhD, is a Professor of Work and Health, specialising in Re-integration into Work, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.

Wilma J. M. Huveneers

Wilma J. M. Huveneers, MSc, is an Educationalist at the taskforce Faculty Development, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.

Ineke H. A. P. Wolfhagen

Ineke H. A. P. Wolfhagen, PhD, is an Associate Professor and Deputy Director of the Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.

Mirjam G. A. oude Egbrink

Mirjam G. A. oude Egbrink, MHPE, PhD, is a Professor of Implementation of Educational Innovations, Scientific Director of the Institute for Education, and Vice Dean Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.