An autoethnographical study of leadership in a new Church of England free school

Culling, Linda

Abstract

Effective leadership in education is paramount given the amount of public expenditure dedicated to it (Daniels et al., 2019) and because of the increasing accountability placed upon headteachers (Hitt and Tucker, 2016; Leithwood, 2010; Muijs, 2011). Faith school leadership is unique and considered by many as a form of ministry. However, there has been a paucity of research in faith school leadership and many leaders in faith-based settings feel ill prepared (Rieckhoff, 2014).

This research documented my emerging leadership as a new headteacher through autoethnography. The purpose of the autoethnography is to provide thick description. I explore school leadership from conceptual and practical perspectives to gain unique and meaningful insights. My unique position as insider-researcher allowed me to critically evaluate leadership by engaging with a range of conceptual frameworks. One predominant conceptual framework, the spiritual educative model (Luckcock, 2014), underpins the description of the first year of my headship. I explore realms of spiritual leadership: diakonos, presbyteros and episcope (Croft, 1999) and reflect on how they manifest themselves in my leadership.

Aware of some of the stated limitations of autoethnography, for example the propensity for autoethnographers to be self-obsessed and narcissistic (Winkler, 2017), I employed a mixed-methods approach. I convened three focus groups of leaders in similar settings and asked to them represent their view of leadership via collage. Combined, the autoethnography and focus groups, provided insights into leadership otherwise hence underexplored.

Thematic analysis of the data found that traditional models of leadership are helpful but limited, not least because many models relate to established or improving schools. I found that leadership development cannot be constrained by a single conceptual framework, rather it is complex and multifaceted. The focus groups provided new insights into leadership that broadened my understanding. The collage making process elicited thoughts and insights from participants that surprised even them.

The research concluded with five professional recommendations. Headship development programmes must consider the preparedness of participants for such a complex and lonely role. A commitment to ongoing coaching should be provided, as no programme can ever prepare a headteacher for the complexities and completeness of the role. New leaders of faith schools need unique extra support to build a culture. Finally, the call for more autoethnography amongst practitioners, especially headteachers, must be heard. There were moments in my headship when I felt completely alone, having access to insightful autoethnography would have helped ameliorate some of my feelings of apprehension and abandonment.

Citation

Culling, L. An autoethnographical study of leadership in a new Church of England free school. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/10888148

• Thesis Type: Thesis
• Deposit Date: Jun 25, 2023
• Publicly Available Date: Feb 16, 2024
• Public URL: https://uwe-repository.worktribe.com/output/10888148
• Award Date: Feb 16, 2024