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When theory joins practice: A design-based research approach for leader identity development
Stephanie N E Meeuwissen1,2, Wim H Gijselaers3, Angelique E de Rijk4
1School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands.
Medical Teacher
|December 20, 2021
Summary
Inclusive educational leaders foster team functioning. A faculty development program enhanced leader identity, shifting views from individual dominance to collaborative engagement and promoting professional growth.
Area of Science:
- Educational Leadership
- Teacher Professional Development
- Organizational Psychology
Background:
- Inclusive educational leaders are crucial for effective teacher team functioning.
- Developing leader inclusiveness requires targeted support and identity formation.
Purpose of the Study:
- To investigate the development of leader identity in participants undergoing a faculty development program.
- To understand how program design principles facilitated leader identity development from the participants' perspective.
Main Methods:
- Design-based research approach with 7 course coordinators leading interdisciplinary teams.
- Leader identity development assessed via repeated validated questionnaires.
- Qualitative data from field notes, debriefings, evaluations, and focus groups analyzed thematically.
Main Results:
- Participants evolved towards more inclusive leadership, emphasizing team engagement over individual dominance.
- Initial deconstruction of prior leader identities motivated participants to enhance leadership skills.
- Key factors for identity development included competence-building, reflection, feedback, and safe practice environments.
Conclusions:
- The evaluated leader identity program successfully shifted teachers' leadership perspectives towards valuing social interactions and relationships.
- Peer learning within the work environment is a significant outcome of enhanced social interactions.
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