Q-sort as a tool for promoting outstanding leadership

ABSTRACT

The need for outstanding leadership in education and professional practice has been brought into sharper focus during the COVID-19 pandemic. Crises, such as this global pandemic, often place additional burdens on leaders and other professionals who are seeking to achieve high-quality education for all pupils. We offer a tool for leaders and managers to use with their teams to develop outstanding leadership in their organisations. The tool, a Q-sort on characteristics of outstanding leadership, has been developed using Q-methodology with leadership teams working in primary, secondary and post-compulsory education. This article outlines strategies for using the Q-sort to promote discussion and reflection in relation to participants’ own experiences of leadership, management and governance in different contexts. Our participants found that discussion around the characteristics of outstanding leadership was a non-threatening process for developing their own leadership practice and guiding them in future actions.

KEYWORDS:

• Outstanding leadership
• education
• professional practice
• q-methodology
• reflective leadership
• COVID-19

Context

Considerable bodies of research acknowledge the central role that leadership can play in driving forward educational practice and school improvement. This involves promoting positive cultures, seeking to extend and enhance professional talent and knowledge as well as developing and promoting high standards of education in children and young adults (Leithwood et al. 2006, 2019, Matthews et al. 2014). In this process the role of reflective leadership is vital in successfully maintaining and promoting any organisations key objectives at whatever level (Ersozlu 2016).

Given the recent outbreak of COVID-19 the role of leadership in driving forward schools may be seen to be relentless and colossal, with its frames of reference now being reinterpreted and reconceptualised in light of such profound change (Harris 2020). For leaders, prior to such a devastating impact wrought on schools by COVID-19, there was an overwhelming desire to establish outstanding schools against a backdrop of many differing challenges and responsibilities. These include, for example; dealing with a multitude of stakeholders, reconciling a variation of values alongside that of societal change and the many amendments to educational policy over the last two decades (Sebastian et al. 2018, Brauckmann et al. 2020). For many school leaders and senior managers such challenges are set against a context of continual change and high aspirations. With school types, for example multi-academy trusts and new leadership job roles such as principal and executive head teacher, being a key driver for such continual need to seek improvements within education. Though guidance in the form of ‘the National Standards of Excellence for Headteachers’ by the Department for Education (2014) has been established to identify the roles, skills, knowledge and attitudes needed to promote best practice in school leadership what would seem lacking currently are easily accessible opportunities for serving leaders to identify and develop their roles beyond institutional led courses and the National Professional Qualification for Headship (NPQH). Opportunities for leaders to reflect upon their own and others leadership styles and abilities in terms of their own knowledge, skills and also their own personal beliefs and values. Values such as being resilient, optimistic, persistent and flexible thinkers (Leithwood et al. 2006) being something needed in abundance given the current times of crisis.

This article offers Q-sort as a simple to administer developmental tool that serving head teachers, school leaders and senior managers can use to identity and reflect upon their own perceptions of what is outstanding leadership in their own educational context. This tool has been developed using Q-methodology and has involved the participation of leadership teams working in primary, secondary and post-compulsory age phases of education in England. Q-sort can provide opportunities for critical reflection as well as a means for whole school improvement and leadership development. It provides leaders and senior managers with a means to consider core aspects of effective practice-based leadership, founded on a synthesis of leadership theory and empirical research (Bush 2008, Day et al. 2010, Tamkin et al. 2010, Matthews et al. 2014). Such a tool could also be used in other leadership settings, such as health and social care, as the characteristics we identify focus on leadership practice as enacted in different contexts.

Q-methodology

Q-methodology is a structured process with an order of stages as illustrated in Figure 1.

Figure 1. Methodology used to generate Q-sort on outstanding leadership.

The methodology was originally developed by Stephenson (1953) to provide a systematic process to study subjectivity – ‘by which is meant simply an individual’s personal point of view on any matter of personal or social importance’ (Wolf 2010, p.250). Previte et al. (2007) argue that the systematic process followed in Q-methodology brings to light people’s own perspectives, meanings and opinions. We sought to bring to light people’s own perspectives of outstanding leadership in a range of educational contexts. Ramlo’s review of lessons learned from 80 years use of Q-methodology provides a balanced appraisal of the methodology stating that ‘numerous scholars have trumpeted Q’s versatility and novelty as an objective measure of subjectivity, while others have degraded it as misguided and possessing statistical improprieties and declining status’ (Ramlo 2016, p.28).

Such debates about methodology reflect ontological and epistemological opposition between positivist and interpretative visions of research, embodied in paradigm wars between rival camps of researchers. In Q-methodology these differences relate to quantitative vs qualitative research, the nature of subjectivity and the use of factor analysis in analysing and interpreting data. Q-methodology draws on both quantitative and qualitative research paradigms and is accepted as a mixed method (Ramlo 2016). This can lead to tensions from boundary crossing between research paradigms and misunderstanding Q-methodology. Some practitioners regard Q-sort (the tool for gathering data) as the methodology rather than understanding it as the structured process shown in Figure 1.

Like other approaches to research, Q-methodology has strengths and weaknesses and advocates and critics. Critics have focused on a lack of validity and reliability arguing that Q-methodology only provides a snapshot of a person’s view rather than scaling as in questionnaire responses. Advocates emphasise that the methodology minimises the impact of the researchers frame of reference in comparison to other methods, such as interviews. Q-methodology has been applied to research in education (Lundberg et al. 2020) and education leadership (Owusu-Bempah et al. 2014) but not as extensively as other methods. Briggs et al. (2012) affirm that two of the most commonly used research methods in educational leadership are questionnaires and interviews.

In balancing these considerations our choice was primarily driven by the novelty and versatility of Q-methodology. The methodology was new, both to us as researchers and to our potential participants whose experience of research comprised in the majority of questionnaires and interviews. The interactivity of participating in a Q-sort offered an innovative and dynamic way of engaging in research and reflection on leadership practice. As researchers, we were not seeking objectivity in a positivist sense but the subjective viewpoints of busy professionals living with the notion of outstanding leadership in their daily practice. Furthermore, the versatility of Q-sort as an individual or a group activity with statements to focus reflection and discussion that shifted the focus away from the personal (the leader) to the process of leading and leadership as a collaborative practice convinced us that it was an appropriate method to use.

We followed the approach used by Willig and Stainton-Rogers (2013 p. 219) to develop a Q-sort on characteristics of outstanding leadership and used the tool with leadership teams in educational organisations as a means for engaging in reflective leadership learning. In the following sections of this article, we focus on the content and use of the Q-sort as a tool for personal and professional learning and team development. More detailed discussion of the methodology and emerging research findings from factor analysis of the data using PQ Method software is available in Dhillon (2018) and Dhillon et al. (2020).

Findings: Q-sort development and use

The step by step process outlined in Figure 1 was used to generate 23 statements of outstanding leadership practice which are shown in Figure 2.

Figure 2. Q sort statements – 23 characteristics of outstanding leadership practice.

This process of establishing these statements, termed in Q-methodology as the Q-set, involved senior leaders/managers and serving head teachers from outstanding schools and colleges in England, governing bodies and academics working on professional development programmes in educational leadership and management. Workshops and meetings were held at the University of Worcester and at schools and colleges in Worcestershire and the Midlands to pilot and validate the statements derived from working with leaders, governors and leadership consultants. The diversity of such participants in terms of their leadership styles and personal professional/personal biographies at these meeting was vital in order to canvas a large range of views relating to what they felt made for outstanding leadership. Such diversity informed and made such statements both inclusive and as well informed as is possible. No ranking was ascribed to the derived Q-set and it is important to note that the numbering after each statement (in Figure 2) is random and merely provided the researchers with a shorthand means for referring to each statement when analysing derived data.

The researchers have found that the Q-sort provides an excellent means to allow school leaders and their teams to reflect upon their own professional and personal drivers when wishing to develop and promote outstanding leadership in school. This practice involves cutting up all 23 statements so that they can be arranged and then prioritised onto the Q-sort grid shown in Figure 3.

Figure 3. Q Sort grid for placing statements on outstanding leadership practice.

By placing each statement in a box on the grid either to the left (most disagree) or right (most agree) participants can signal and prioritise how much they agree or disagree about this statements significance in promoting outstanding leadership. The higher it is also placed on the grid also signals its relative ranking in an individual’s personal and professional priorities, with the higher it is placed showing the more significance this item is considered in its importance. Figure 4 shows an example of a completed Q-sort.

Figure 4. Example of a completed Q sort grid.

By asking individuals to use this template we have found that the power of this practice is in the reflective conversations that are had between individuals when deciding on the ranking and placing of statements. This activity though relatively simple can be used in any setting or meeting thus allowing time to reflect, something which is often in short supply or hard to achieve without such a focus. Fundamentally important to the Q-sort activity is the use and effectiveness it has both at an individual and team level. At an individual level through its ability to promote internal reflection on professional practice and at a team level where discussion can lead to justification and this in turn can provide a catalyst for personal reflection upon practice.

Such reflective power is demonstrated as one retired headteacher working as a leadership consultant suggested:

It’s about recognising the qualities you have, and also the qualities you don’t have, … the danger is that, dealing with the practical part of the job, you don’t have as much time to sit back and reflect on a deeper level. So there’s real merit to spending time in deeper reflection [something he was able to do whilst completing the Q-sort with his group].

The researchers have also been surprised by incisive comments such as the one noted below from a head teacher undertaking this activity:

It’s [Q-sort on characteristics of outstanding leadership] a simple yet powerful tool that enables you to reflect on your own beliefs and practices. (cited in Bloom 2016)

Such comments pay testament to the power of the 23 statements. For some people we have encountered taking part in this activity we have found that often the statements are felt to appear obvious at first glance but actually when individuals take a close look and have to reflect and comment on them that they feel that the statements can in fact be not only complex but also nuanced when placed under scrutiny.

When using the Q-sort statement with a group of for example middle leaders, as one participant noted

The statements stay in your mind. For example, ‘meticulous monitoring of outcomes for pupils’. What does ‘meticulous’ mean? Does that mean you’re monitoring outcomes all the time? Is it quality or quantity? It’s an ongoing discussion. The power of the Q-sort lies in the discussion and reflection it can generate in which ever setting it is used.

Implications for practice

The Q-sort tool, as outlined in this article, can provide an effective, yet relatively simple tool to develop and promote reflective leadership in a drive to be an outstanding leader and to form and be part of an effective leadership team. It is important to note however that such a methodology may not be seen as being suitable by all individuals as a tool to initiate and to promote reflection. More familiar qualitative methods such as interviews may for some provide the depth, structure, focus and clarity needed to gain insights when probing the notion of outstanding leadership. It is important however whatever methodology is used that individuals feel comfortable with using such a tool. Without this acceptance any such means may prove both counter productive and uninspiring.

As leaders have acknowledged in this study dealing with the practical part of the job often takes up much time leaving few opportunities or even energy for considering and reflecting at a deeper, macro level regarding the drive to be outstanding. Q-sort can therefore provide a much-needed structured focus to consider outstanding education for children and young adults in any setting. Q-sort, through discussion and reflection, can inspire leaders not only to consider their own current beliefs, values and practices but it can also allow them to consider which aspects of their practice are important to them and their own organisations when striving to be outstanding. It can furthermore allow individuals to reflect on and then discuss the granular detail of aspects of outstanding leadership. As Ersozlu (2016) suggests reflective thinking can help individuals to achieve understanding from their experiences and thus in turn help guide and promote future actions. Due to the nature of participants focusing on the Q-sort statements as a focus for discussion, it has the ability to remove the temptation to consider at ground level just the elements of being part of a particular team or organisation. As experienced, when individuals are focusing on the characteristic statements it can remove the temptation to focus on situational based personalities which can impact upon the successes of any team or leader. Such a tool may therefore allows for a greater reflection on what is needed in regards to the bigger picture in order to move an organisation forward to outstanding.

As this study has discovered it dealing with the practical part of the job which leads to limited time being given over to being able to reflect at a deeper level. For small school setting, often with teaching head teachers and such closely knit teams the Q-sort can provide a purposeful means to shift from the day to day micro leadership of the school to that of leadership teams and to outstanding leadership no matter the size of setting. By engaging in Q-sort it can allow leaders in situ to consider whether they are demonstrating such identified characteristics in their own day-to-day work, why they are important or not and how often they engage in such practices. Q-sort is therefore, as acknowledged by the participants in this study, context specific and allows individuals to focus on own their setting. By knowing and reflecting on their own organisational leadership characteristics and priorities leaders can focus on the phenomenon at hand and consider how to drive their institution forward when striving to be outstanding. For leaders it may seek to allow them to question, as Matthews et al. (2014) indicate with regards to outstanding leadership, what they are like as people, to consider what it is they do and as importantly how they do it. This in turn can provide a means for leaders to reflect and move from their ‘real’ to that of their ‘ideal self’ (Evans 1998 p.24). By promoting reflection on a leader’s ideal self it can allow them an opportunity to think about how they might improve leadership practice within what are inevitable constraints of context in which schools/organisations work. It can provide a means to explore those often-neglected characteristics of outstanding leadership (Dhillon et al. 2020) such as passion for providing world class education, developing entrepreneurial and innovative approaches and engaging the local community in a shared vison of education. Such items being often subsumed by day to day aspects of leadership such as leading by example, bringing out the best in people and taking decisive action to address poor performance.

When using the Q-sort with groups, for example senior leadership teams of school/college, it can provide a non-threatening tool to examine the characteristics and the importance of such Q-sort statements. In discussion and negotiation within a group the power of such statements lies in a consideration of their importance and their relative positioning on the grid. Trust is a vital part of leadership (Tschannen-Moran 2004) and is vital amongst leadership teams. Q-sort can provide a non-threatening means to explore how others see and prioritise aspects of leadership, in a time when they can honestly and openly discuss issues and work towards solution based strategy.

The Q-sort as well as being a powerful tool to promote individual leadership has the capacity to enhance the role of developing teams of leaders and those aspiring to such roles. Q-sort is a tool for outstanding leadership and not just outstanding leaders can use it. Given this time of great change wrought by COVID-19 on leadership (Harris 2020), Q-sort and its statements can now provide a tool for leaders to take a moment to reflect and engage with others. To reflect on what key ideas and values really matter to them, for example such as ‘trust between leaders and their stakeholders’. Q-sort can provide a practical tool which can allow leaders to reflect on outstanding leadership given the multiple impact that external stimuli are and can have on their any organisation. Huge challenges are now facing us all in these uncertain of times. As Harris (2020) indicates, education may be seen as being essential in our efforts to move forward in such turbent times. As part of this it is vital that we avoid hurried or rash decision being made and as leaders that we weigh up our options carefully to have best effect (Harris 2020). As this article has suggested, Q-sort can provide a means to open up and facilitate a much needed honest dialogue at what best may be seen as difficult times for leaders. Through such a discussion, amongst leaders and their teams, Q-sort can provide a route map so as that leaders may move forward in their efforts to be outstanding in this changed and uncertain landscape. A future where societal norms will mould and shape the role and expectations of outstanding leadership for many years to come.

Additional information

Notes on contributors

Colin Howard

Colin Howard is an Associate Lecturer at Worcester University in Initial Teacher Training (ITT). He has been involved in primary education and teacher training for over 30 years.  He has a strong research interest in professional identity, leadership and management and teacher well-being.

Jaswinder K Dhillon

Jaswinder K Dhillon is Professor of Education at Worcester University, UK. She has taught on professional development programmes for teachers and leaders in a range of international settings. Her current research explores outstanding leadership practice in different contexts.