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Effects of Structured Self-reflection on the Development of Authentic Leadership Practices among Queensland Primary School Principals

cbranson{at}bne.catholic.edu.au

This article reports on research that explored the concept of authentic leadership with seven principals of Catholic primary schools in Brisbane, Australia. Recent developments in leadership theory have promoted the concept of authentic leadership for addressing the leadership demands associated with our seemingly ever-changing and unpredictable, if not chaotic, world. In particular, authentic leaders are said to act in accordance with their personal values and convictions thereby building essential credibility, respect and trust. This suggests that the development of authentic leadership is contingent upon the leader having explicit knowledge of their values so that they can readily act in accordance with these values. Hence, this research sought to determine whether or not it is possible to develop authentic leadership practices by increasing the leader's explicit knowledge of their personal values. A deeply structured process of self-reflection was used as the means for increasing this explicit self-knowledge. In the light of this research, it is proposed that there is more to authentic leadership than knowing one's values. Arguably, truly authentic leadership might only be possible for those leaders who have the commitment and courage to come to know and understand the full extent of the influential power of their whole inner Self.

Key Words: authentic leadership • educational leadership • leadership • leadership development • professional development • values • self-reflection • structured reflection

Educational Management Administration & Leadership, Vol. 35, No. 2, 225-246 (2007)
DOI: 10.1177/1741143207075390


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