The Construction of a Leadership Identity Based on Empathy, Care, and Participation: María Eliana's History

Autor/inn/en	Carrasco, Andrea; Díaz, María E.
Titel	The Construction of a Leadership Identity Based on Empathy, Care, and Participation: María Eliana's History
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 6, S.1322-1339 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrasco, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211038012
Schlagwörter	Instructional Leadership; Leadership Styles; Empathy; Caring; Females; Principals; Women Administrators; Personal Narratives; Administrator Attitudes; Professional Identity; Self Concept; Social Justice; Case Studies; Inclusion; Foreign Countries; Work Environment; Elementary Schools; Accountability; Cultural Context; Chile + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Empathie; Care; Pflege; Sorge; Betreuung; Weibliches Geschlecht; Principal; Schulleiter; Weibliche Führungskraft; Erlebniserzählung; Selbstkonzept; Soziale Gerechtigkeit; Case study; Fallstudie; Case Study; Inklusion; Ausland; Arbeitsmilieu; Elementary school; Grundschule; Volksschule; Verantwortung
Abstract	Recent academic research highlights the role of leadership identity when thinking about the improvement of the educational field. Based on this research, this article aims to identify and analyze the elements that affect the development of leadership identity in female school principals within the Chilean context. This is achieved by working from a biographical-narrative approach, specifically from the life history technique. This analysis emerges from a considerate reflection on the teachings, and personal and professional milestones highlighted in the "biogram." Both personally and professionally, a multiplicity of elements is observed in the life history of María Eliana, influencing the development of her leadership identity, particularly highlighting her self-recognition as a woman. This identity is oriented towards social justice, based on socio-emotional tools such as care, empathy, and participation; and understands and values the role these elements must take in Chilean education. The case study presents tensions for the Chilean educational system, which must be able to address the complexities that women experience while holding leadership positions, especially when challenged with the perspective that school is an inclusive space of social justice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01