Role identity: at the intersection of organizational socialization and individual sensemaking of new principals and vice-principals
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2010
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Abstract
There has been an increase in educational leadership research in recent years. This has occurred in the midst of growing concerns for developing better succession, leadership development, and preparedness programs due to an aging workforce and high retirement rates of educational administrators. The primary purpose of this qualitative study was to examine the interactions between the organizational socialization of new administrators, their individual sensemaking and perceptions of self-efficacy, and their subsequent role identity development. This study provides insights into the processes of organizational socialization, and if these align to meet the goals of the organization and the needs individual administrators.
This study of one mid-sized Canadian school district employed a case study approach to uncover and document the influences of organizational socialization, sensemaking, and perceptions of self-efficacy on the development of new administrators' role identities. Data sources included in-depth, semi-structured and follow-up interviews with 18 participants. The participants included two administration candidates, eight viceprincipals, six principals, and two senior district administrators. Interview data were supplemented by a review of relevant district documents and the researcher's observation field notes. Data collection occurred during the course of the 2009/2010 school year.
The findings are presented in three sections: (1) the nature of organizational socialization; (2) the nature of sensemaking and perceptions of self-efficacy; and (3) the nature of role identity. The findings describe formal and informal socialization processes experienced by new and transitioning administrators, how new administrators made sense of their socialization, and how these processes influenced the development of their role identity and subsequent practice. The study revealed that, although new administrators experienced a number of formal and informal socialization processes, the majority felt unprepared upon assuming their new roles. As a result, some questioned their decision to enter into administration and expressed concern about their present and future job satisfaction.
A new framework for considering the organizational socialization of new administrators is presented and recommendations are offered for policy makers and for further research. This study will be of interest to those responsible for planning succession, professional development, and administrator preparedness programs.
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Bibliography: p. 236-253
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Citation
Grodzki, J. S. (2010). Role identity: at the intersection of organizational socialization and individual sensemaking of new principals and vice-principals (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/3883