Andrew Morrish, Director, Makana Leadership Ltd, UK During the past decade, the school system has become more receptive at embracing professional growth, in particular when seeking to improve leadership capabilities known to increase student outcomes (Robinson, 2010). There is still much that leaders need to know, such as how best to lead in certain situations and why. As important as knowledge is, compelling evidence exists that suggests that the environment remains a key determinant when leading change (e.g. Coe, 2022). I first became aware of this as a middle leader in the early 1990s, and instantly became drawn to a fledgling term that had crept into the school leadership lexicon. It was called ‘organisational culture’ and education researchers were beginning to suggest that it was emerging as a key indicator of an effective school, and that context and environment played a key role (e.g. Ouchi and Wilkins, 1988; Murgatroyd, 1993). Keen to test this out, I spent several years
Be more self: The ultimate leadership paradox
Written by: Andrew Morrish
9 min read
- Association of School and College Leaders (ASCL) (2019) Navigating the educational moral maze: The final report of the Ethical Leadership Commission. Available at: www.ascl.org.uk/ASCL/media/ASCL/Our%20view/Campaigns/Navigating-the-educational-moral-maze.pdf (accessed 6 September 2022).
- Avolio B and Gardner W (2005) Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly 16: 315–338.
- Barber, M. (2021), Accomplishment: How to Achieve Ambitious and Challenging Things. Allen Lane.
- Barker J and Rees T (2021) The codification of leadership knowledge. Impact 13: 10–13.
- Bronfenbrenner U (1979) The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
- Coe R (2022) Research on school environment and leadership: Important but mostly dreadful. In: Slides from blogs and talks, ProfCoe. Available at: https://profcoe.net/talks (accessed 5 September 2022).
- Gilbride N, James C and Carr S (2020) School principals at different stages of adult ego development: Their sense-making capabilities and how others experience them. Educational Management, Administration and Leadership 49(2): 234–250.
- Goleman D (2013) The focused leader. In: The Magazine, December 2013, Harvard Business Review. Available at: https://hbr.org/2013/12/the-focused-leader (accessed 5 September 2022).
- Gumus S, Bellibas M, Esen M et al. (2018) A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership 46(1): 25–48.
- Hirst C (2019) No Bullsh*t Leadership: Why the World Needs More Everyday Leaders and Why That Leader Is You. London: Profile Books.
- Ibarra H (2015) The authenticity paradox: Why feeling like a fake can be a sign of growth. In: The Magazine, January–February 2015, Harvard Business Review. Available at: https://hbr.org/2015/01/the-authenticity-paradox (accessed 5 September 2022).
- Kegan R (1983) The Evolving Self: Problem and Process in Human Development. Cambridge, MA: Harvard University Press.
- Kelly G (2013) A Theory of Personality: The Psychology of Personal Constructs. New York: Norton.
- Korthagen F (2016) Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching Theory and Practice 23(4): 387–405.
- Kouzes J and Posner B (2017) The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations, 6th ed. Hoboken, NJ: John Wiley & Sons.
- Loevinger J (1976) Ego Development: Conceptions and Theories. San Francisco, CA: Jossey Bass.
- Morrish, A. (1995), 'School effectiveness and organisational culture: A case study of a contemporary school', Unpublished M.Ed thesis, University of Liverpool.
- Murgatroyd S (1993) Implementing total quality management in the school: Challenges and opportunity. School Organisation 13(3): 269–281.
- Ouchi W and Wilkins A (1988) Organisational culture. In: Westoby A (ed) Culture and Power in Educational Organisations. Oxford: Oxford University Press, pp. 223–254.
- Paul A (2021) The Extended Mind: The Power of Thinking Outside the Brain. Boston, MA: Mariner Books.
- Quoidbach J, Gilbert D and Wilson D (2013) The end of history illusion. Science 339(6115): 96–98.
- Robinson V (2010) From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools 9(1): 1–26.
- Sims S, Fletcher-Wood H, O’Mara-Eves A et al. (2021) What are the characteristics of effective teacher professional development? A systematic review and meta-analysis. Education Endowment Foundation. Available at: https://d2tic4wvo1iusb.cloudfront.net/documents/pages/Teacher-professional-development.pdf?v=1668608798 (accessed 16 November 2022).
- Syed M (2021) Rebel Ideas: The Power of Thinking Differently. London: John Murray.
- Vangen S and Huxham C (2009) Introducing the theory of collaborative advantage. In: Osborne S (ed) The New Public Governance? Emerging Perspectives in the Theory and Practice of Public Governance. Abingdon: Routledge, pp. 163–184.
- Weston, D. and Clay, B. (2018), Unleashing Great Teaching: The Secrets to the Most Effective Teacher Development. Abingdon: Routledge.