Leadership and Identity

Module 1 Week 4

Consider the assertion made in the power point slides that there is a
link between how ECEC professionals interpret their sense of self
(professional identity) and their subsequent capacity to enact
leadership.
What are the implications of this for practitioners?
What are the implications for you?
Are these applicable to schools and services?

Let us explore this further. Is there is a relationship between how we

view ourselves as professionals and our capacity to lead? Then
coming to know oneself is an increasingly important element in
leadership. Here is what Sinclair suggests about this notion of
leadership and identity.
But this chapter, and those that follow, are not intended to help
leaders 'find' themselves. Identity is not an individually crafted
product, in spite of what some marketers of designers lifestyles
would have us believe. Leadership requires a different kind of
identity work, underpinned by an understanding of the systemic
ways in which identities are produced: where, for example, some
performances of authenticity are applauded while others are
sanctioned: where a leader feels pulled by conflicting identities;
where the sense of having found oneself authentically in leadership
may be fragile and fleeting. Leadership can benefit from work on
identity, but only by stepping back and reflecting on all the
influences internal and external to the self that produce identity
formation. A more viable, critical and, in the end, freeing way
through identity preoccupations is to see the search for the self as
not just a personal or individual problem, but a negotiated process
that takes place within a politically charged organisational and social

space.
(Sinclair, 2007, p. 128)
So what does this quote by Sinclair offer us if we are exploring our
professional identity in order to build our leadership capacity? I think
she suggests that we cannot understand ourselves in isolation from
others and that this understanding is not permanent or constant. We
may not be able to define an identity as such given the issues of
power, class, gender and other factors beyond our control (Sinclair,
2007). Perhaps we need to understand our professional identity as
part of our whole person as an ECEC professional, women or man,
daughter, mother, son, sibling, partner community member, etc. We
are in part all these things and they contribute to how we view
ourselves.
What do you bring from all these spheres of your life to
your values as an ECEC professional or a primary school
teacher?

Take a moment to make a list of these for later reference

when you write your leadership values and philosophy
essay..

I think what we are seeking here is not a final version of oneself that
can be the basis of exploring our leadership capacity but rather a
chance to explore the things that matter to us by viewing how we
live our lives and what we value. These things will form the basis of
how we see leadership and how we enact it ourselves. Sinclair
reminds us that work on identities has in the main been driven by a
rationale that suits organisational outcomes. She considers
transformational leadership is designed to mobilise employee
aspirations and align them with organisational purposes (p. 132).
Rather we have the chance here for each of you to define your own
professional identity however fluid that might be in order to build
your leadership capacity.

Remember the theory X and theory Y ideas explored

earlier.
Which approach aligns with your values as a person and
an ECEC professional or primary school teacher? While
simplistic in some respects these two theories illustrate
a clear alignment with certain ways of viewing people
and their work and indicate specific management
approaches.
Can you see how they relate to what you value as a
person?

To help you explore this notion in more practical ways

Read
Chapter 1 Guiding your program with a vision: What's
your vision? inThe Visionary director: A handbook
for dreaming, organising & improvising in your
center (2nd ed.)., by Carter & Curtis 2010.
This chapter discusses the notion of vision and how you
can develop yours as an ECEC professional. Of course
this vision is informed by your personal values and
professional goals and includes practical strategies for
developing this in an ECEC service. Be cautious though
as you remember the critique of visionary leadership as
a theory. You may have a vision but if it is not owned by
others then they are less likely to commit to it unless
they see it as their vision too.
Note: This reading is available from the following link.
You will need to scroll down to page 33 where you see
the title "chapter 1" and read from there.

http://iactivelearning.com/sites/default/files/book/sample
s/Deb_Curtis-The_Visionary_Director_Second_EditionSample.pdf

Consider these questions:

What is a vision in an ECEC service?

What informs a vision and who contributes?
What is the value of a vision?
Start articulating what your vision is as an ECEC leader.

Clearly there is a link between your philosophy as a teacher and as a

leader. In assessment one and two you are required to articulate
your leadership values and philosophy?what might inform this?
Read
Chapter 1 The Heart of a teacher: Identity and integrity
in teaching in The Courage to Teach by Parker Palmer.
This reading encourages you to consider teaching as a
human activity and one that engages with our whole
self. In fact Palmer suggests that teaching holds a
mirror to the soul and proposes that "f I am willing to
look in that mirror and not run from what I see, I have a
chance to gain self knowledge and knowing myself is a
crucial to good teaching as knowing my students and
my subject" (1998. p . 2).
I suggest you replace his reference to 'teaching' with
'leadership' and see what you can gain from this
reading.

Note: This reading is available through the Library's

Subject Reserve. This particular chapter has been saved
as a 26 page PDF for you to read online, save or print at
your convenience.

How can "self knowledge" inform our teaching and

leadership?
The more familiar we are with our inner terrain, the
more surefooted our teaching and living becomes (p. 5)
what relevance can this comment have for aspiring
ECEC leaders. Palmer askes "Who is the self that
teaches?" Perhaps we are askingwho is the self that
leads?

Specifically now consider what things really matter to

you as a person and subsequently as a professional.
Reflect on the leadership theories you have read about
and your list of things that matter. For example the
following may guide your thinking As a leader I
value?

Read
The article by Hard (2009) Leadership in early childhood
education and care: Facing the challenges and
embracing the possibilities.
This article is also located in the Resources section in
the Leadership Resources folder - Readings.

What does this article suggest about alternative models

of leadership?
Does the work of Wheatley and Sinclair present any
leadership challenges or opportunities for you?
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