Advanced search
Publication Cover
International Journal of Leadership in Education
Theory and Practice
Volume 20, 2017 - Issue 3
Submit an article Journal homepage
10,283
Views
34
CrossRef citations to date
0
Altmetric
Original Articles

Framing research on school principals’ identities

Gary CrowDepartment of Educational Leadership and Policy Studies, Indiana University, Bloomington, IN, USACorrespondence[email protected]
,
Christopher DaySchool of Education, University of Nottingham, Nottingham, England
&
Jorunn MøllerDepartment of Teacher Education and School Research, University of Oslo, Blindern, Norway
Pages 265-277 | Received 29 May 2015, Accepted 13 Nov 2015, Published online: 11 Jan 2016

Citations (34)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (24)

Usama Darwish, Caroline Davies, Claire Goodley & Linda Hammersley-Fletcher. (2023) The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’. Professional Development in Education 49:6, pages 1022-1035.
Read now
Lena Glaés-Coutts. (2023) The Principal as the Instructional Leader in School-Age Educare. Leadership and Policy in Schools 22:4, pages 873-889.
Read now
Sylvia Robertson. (2023) The leader-self: Two New Zealand principals respond to social justice issues. International Journal of Leadership in Education 26:5, pages 904-918.
Read now
Emmajane Milton, Alexandra Morgan, Andrew James Davies, Mark Connolly, Damian Donnelly & Iwan Ellis. (2023) Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 26:2, pages 339-358.
Read now
Daniel Nordholm, Anders Arnqvist & Elisabet Nihlfors. (2023) Principals’ identity – developing and validating an analysis instrument in the Swedish context. International Journal of Leadership in Education 26:2, pages 185-200.
Read now
Moira Hulme, Gary Beauchamp, Linda Clarke & Lorna Hamilton. (2023) Collaboration in Times of Crisis: Leading UK Schools in the Early Stages of a Pandemic. Leadership and Policy in Schools 22:1, pages 161-180.
Read now
M. Camarero-Figuerola, G. Cebrián-Bernat, P. Iranzo-García & J.M. Tierno-García. (2022) School leadership practices, challenges and opportunities in Spain from key agents’ perspective. Cogent Social Sciences 8:1.
Read now
Núria Mollá & Montserrat Castelló. (2022) Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela). Journal for the Study of Education and Development 45:4, pages 804-841.
Read now
Kerry McKeon, Betty Merchant, Juan Niño, Christopher Flanagan-Gonzales & Saleha Sultan. (2022) Not theirs, but ours: South Texas superintendents take a stance on immigrant students. Multicultural Education Review 14:2, pages 120-133.
Read now
Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández & José María Fernández-Batanero. (2021) Mapping teacher collaboration for school success. School Effectiveness and School Improvement 32:4, pages 631-649.
Read now
Carmen Lucena Rodríguez, Alberto López, Jesús Domingo Segovia & Cristina Cruz González. (2021) Alberto’s life story: transforming a disadvantaged school by appreciating the child’s voice. Journal of Educational Administration and History 53:3-4, pages 249-270.
Read now
Jeffrey McCabe. (2021) A Preliminary Study of How Child Welfare Interviews are Conducted at Schools: do Differences Exist Based on Grade Level. Leadership and Policy in Schools 20:3, pages 384-403.
Read now
Jakob Ditlev Bøje & Lars Frode Frederiksen. (2021) Leaders of the profession and professional leaders. School leaders making sense of themselves and their jobs. International Journal of Leadership in Education 24:3, pages 291-312.
Read now
Ravit Mizrahi-Shtelman. (2021) Looking for their voice: the formation of identity in the new Israeli principals’ organisation. Globalisation, Societies and Education 19:1, pages 81-97.
Read now
Eman I. Ahmed & Adel Al-Dhuwaihi. (2020) Early experience of first-time principals in Saudi Arabia. School Leadership & Management 40:5, pages 444-464.
Read now
Cristina Cruz-González, Marta Pérez Muñoz & Jesús Domingo Segovia. (2020) Marta’s story: a female principal leading in challenge contexts. School Leadership & Management 40:5, pages 384-405.
Read now
Daniel Nordholm, Anders Arnqvist & Elisabet Nihlfors. (2020) Principals’ emotional identity – the Swedish case. School Leadership & Management 40:4, pages 335-351.
Read now
Cristina Moral Santaella. (2020) A Comparative Study of the Professional Identity of Two Secondary School Principals in Disadvantaged Contexts. Leadership and Policy in Schools 19:2, pages 145-170.
Read now
Cristina Moral, Lina Higueras-Rodríguez, Ana Martín-Romera, Estefanía Martínez- Valdivia & Amelia Morales-Ocaña. (2020) Effective practices in leadership for social justice. Evolution of successful secondary school principalship in disadvantaged contexts. International Journal of Leadership in Education 23:2, pages 107-130.
Read now
Jennie Miles Weiner & Shannon Holder. (2019) Why lead?: Using narrative to explore the motivations of those aspiring to be principals in high needs schools. International Journal of Leadership in Education 22:5, pages 555-572.
Read now
Cristina Cruz-González, Jesús Domingo Segovia & Carmen Lucena Rodriguez. (2019) School principals and leadership identity: A thematic exploration of the literature. Educational Research 61:3, pages 319-336.
Read now
Juyan Ye & Di Zhao. (2019) Developing different identity trajectories: lessons from the Chinese teachers. Teachers and Teaching 25:1, pages 34-53.
Read now
Teresa A. Ogina. (2017) Leadership Identities, Attributes and Roles of Primary School Principals: A South African Case Study. Journal of Social Sciences 50:1-3, pages 153-161.
Read now
Rose M. Ylimaki & Michael Uljens. (2017) Theorizing Educational Leadership Studies, Curriculum, and Didaktik: NonAffirmative Education Theory in Bridging Disparate Fields. Leadership and Policy in Schools 16:2, pages 175-227.
Read now

Articles from other publishers (10)

Andrea Carrasco & María E Díaz. (2021) The construction of a leadership identity based on empathy, care, and participation: María Eliana's history. Educational Management Administration & Leadership 51:6, pages 1322-1339.
Crossref
Manuel Joaquín Fernández González & Svetlana Surikova. (2022) School Leaders’ Attitudes, Expectations, and Beliefs Starting a Character Education Training in Latvia. Acta Paedagogica Vilnensia 48, pages 87-100.
Crossref
Corrie Stone-Johnson & Jennie Weiner. (2022) Theorizing school leadership as a profession: a qualitative exploration of the work of school leaders. Journal of Educational Administration 60:4, pages 386-402.
Crossref
Sibonelo Blose, Bongani Nhlanhla Mkhize, Sihle Siyabonga Ngidi & Phumlani Erasmus Myende. (2022) Construction of self as a principal: Meanings gleaned from narratives of novice school principals. South African Journal of Education 42:2, pages 1-10.
Crossref
Frank Davidson & Thomas R. Hughes. 2022. The Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook of Educational Leadership and Management Discourse 331 346 .
Frank D. Davidson & Thomas R. Hughes. 2020. The Palgrave Handbook of Educational Leadership and Management Discourse. The Palgrave Handbook of Educational Leadership and Management Discourse 1 16 .
Ariel Lindorff, Pamela Sammons & James Hall. 2020. International Perspectives in Educational Effectiveness Research. International Perspectives in Educational Effectiveness Research 9 31 .
Pierre Canisius Kamanzi, Pierre Lapointe & Martial Dembélé. (2019) The Implementation of Results-Based Management in Quebec: Between School Principals’ Optimism and Teachers’ Skepticism. Swiss Journal of Sociology 45:3, pages 427-445.
Crossref
Vincent Cho & Jo Beth Jimerson. (2016) Managing digital identity on Twitter. Educational Management Administration & Leadership 45:5, pages 884-900.
Crossref
Michael Uljens & Rose M. Ylimaki. 2017. Bridging Educational Leadership, Curriculum Theory and Didaktik. Bridging Educational Leadership, Curriculum Theory and Didaktik 3 145 .

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.