Analysis of leadership dynamics in educational settings during times of external and internal change

Figures & data

Figure 1. The TenKeys® model of collaborative leadership, indicating how the 10 attributes have an impact on each other and the entity they form. Source and permissions: Jäppinen (2014); the author has copyright of the Figure.

Table 1. Shared sense-making codes identified through the analysis.

Shared sense-making codes
	Phase 1	Phase 2	Phase 3	Total
	N codes	N codes	N codes
Organisation 1	233	213	194	640
Organisation 2	189	583	163	935
			Total codes	1575

Table 2. Analysis in response to the main research question: What kinds of leadership dynamics underlie situations of tension brought about by exterior and interior educational change?

Micro-procedural dynamics
Open coding
Direction	Nature	Meaning	Aim
Dimensional Positioning
Axial coding BRIMMING (D1)
From up to down	Cyclical integration	Ownership	Me + You = We
Between	Hierarchical Heterarchical	Agency	Belonging to
		Equal rights	Strong roots
Illustrative data quotation: ‘Students are co-constructors of their own competences with other students and teachers’
Axial coding CONTINUUM (D2)
Straightforward	Consolidation of the past, present and future	Rhythm	Continuity
Ahead	Now plus then	Reason	Survival
		Overview	Coherence
Illustrative data quotation: ‘So, I think … this year it’s infusing in some way, next year in another’
Axial coding BOUNCING (D3)
Turbulent	Active, elastic	Tolerance	Resistance
Bouncing	Everyday life pressures	Endurance	Adaptation
	Organisational culture, skills and architecture	Determination	Support
Illustrative data quotation: ‘These [difficult] issues need to be discussed, and we need to make sure that we have enough understanding of the matter’
Axial coding CROSSING (D4)
Across	Boundary crossing	Wings to fly	Transcending borders of authority, tasks, policy and identity
Diagonal	Exceeding the comfort zone	Exploiting the five senses	A wider perception
Over
Illustrative data quotation: ‘Because [if] you had an idea [and] you talked about it to the whole group … people would chip in, and all would discuss it. And the barriers [would go] down’
Axial coding POLARITY (D5)
Polar	From a common starting point towards diverse directions	Excitement	More choices, ideas, and intents
Disjunctive		Enthusiasm
Illustrative data quotation: ‘Then, I’ll get [the teachers] around the table to discuss it. What authority does the team have to take the matter further?’
Axial coding PARTNERING (D6)
Side by side	From different starting points to the same direction	Same pace	Engagement Sensitiveness to others
Concurrently		Parallel actions
Illustrative data quotation: ‘There was [discussion] about what innovation really is … what we can do and what we can’t … to make sure we were really going in the same direction’
Axial coding REVERSAL (D7)
Turn around	Changing the direction	Reform	Finding a new or alternative direction or way to act
	Creating a new reality	Regeneration
Illustrative data quotation: ‘You are conscious of what you have done, and you change your own practice. It [has] already [happened] with ten teachers’
Axial coding COLLISION (D8)
Against	Collision of different opinions or actions	Gap	Trying, testing or defining something of importance
Diametrical	Anticipations vs reality
Illustrative data quotation: ‘In some respect, we had freedom enough. But at the same time, I had the feeling of being in two different worlds … some discrepancy between the world of the project and the real world’
Axial coding UNIFICATION (D9)
To	From opposite directions towards united points	Harmony building in diversity	Meeting each other at certain critical points
Towards			Taking from others and giving the
Together			m
Illustrative data quotation: ‘It’s important to have all that on the table and [say] … we are able to discuss, to exchange, to share, and to build something together’
Axial coding PASSING (D10)
By, Past	Observing as a looker-on	Bystander	Avoiding something or pursuing own interests
Above	Missing an opportunity	Evader	Evasion
Away	Coming on board of a moving train	Free-rider
Illustrative data quotation: ‘Some are worried about giving more energy and vision [than would be reasonable]’
Selective coding

Jäppinen, Aini-Kristiina. 2014. “Collaborative Educational Leadership: The Emergence of Human Interactional Sense-Making Process as a Complex System.” Complicity: An International Journal of Complexity and Education 11 (2): 65–85. Accessed 7 August 2016 https://ejournals.library.ualberta.ca/index.php/complicity/article/view.

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