School Principals: Their Adult Ego Development Stage, Their Sense-Making Capabilities and How Others Experience Them

Carr, Sam and Gilbride, Neil and James, Chris (2017) School Principals: Their Adult Ego Development Stage, Their Sense-Making Capabilities and How Others Experience Them. In: American Education Research Association, 27th April - 1st May 2017, San Antonio, Texas, USA.

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Abstract

School principals’ interpretation of the context for their work has significant implications for their practice and for organisational theory educational settings. Principals’ sense-making capability can change over time, as in all adults. Sense-making capability is grounded in adult ego development (AED) theory which describes eight distinct stages of development. The research reported here assessed the AED stage of 13 school principals in England using the Washington University Sentence Completion Test and using critical incident technique analysed their sense-making capabilities and how others experience them. The analysis of the school principal case studies indicate substantive differences between those in different stages of AED in: their awareness of and sensitivity to organisational complexity; how they interpret the role of others in significant events/incidents; and how they are experienced by others.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: School Principals; School Headteachers; School Leadership; Adult Ego Development; Sense-Making Capability
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Schools and Research Institutes > School of Education > Early Years and Education Studies
Research Priority Areas: Learning and Professional Contexts
Depositing User: Neil Gilbride
Date Deposited: 23 May 2017 14:54
Last Modified: 24 Sep 2017 05:09
URI: http://eprints.glos.ac.uk/id/eprint/4623

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