Exploring personal experiences as leadership development pedagogy

Abstract

Effective educational leadership is shaped not only by knowledge and skills but also by the characteristics, behaviours, and actions that surface in practice, often consciously and unconsciously. These innate attributes, rooted in personal and professional experiences, influence how leaders navigate complex situations. Many educators step into leadership roles with little formal training, often relying upon their past experiences, beliefs, and values to support their leadership decisions and actions. Therefore, it is crucial for leaders to understand the characteristics and attributes that shape and influence their daily leadership practice. 

This presentation reports on a qualitative case study conducted within the bounded context of a three-part leadership development programme. Drawing on Bronfenbrenner’s ecological systems theory and Mezirow’s transformative learning theory, the study enabled positional and emerging education leaders to critically explore the characteristics and attributes driving their leadership practice. Findings validate that when leaders are provided with opportunities to reflect on and examine their past experiences, their personal narratives and professional journeys contribute to leadership capability, greater self-awareness and confidence, essential elements for effective leadership. 

This presentation upholds the conference theme; honouring the past, embracing the present, designing the future, as it offers a view into how leaders examine their past experiences to understand and strengthen their current leadership practice.  Implications for leadership preparation and ongoing leadership professional learning for education leaders will be discussed.

Biography