Reinventing identity in transition from principal to professor: a collaborative autoethnography
School leadership is a fast-paced job where stakeholder feedback is frequent, and decision-making requires quick thinking and strong organization. When school leaders transition from practitioner to scholar, they face a dramatic change in pace and responsibility. Unlike their peers who come from aca...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2022-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2139119 |
| _version_ | 1797760067093659648 |
|---|---|
| author | Forrest Kaiser Jennifer Bailey |
| author_facet | Forrest Kaiser Jennifer Bailey |
| author_sort | Forrest Kaiser |
| collection | DOAJ |
| description | School leadership is a fast-paced job where stakeholder feedback is frequent, and decision-making requires quick thinking and strong organization. When school leaders transition from practitioner to scholar, they face a dramatic change in pace and responsibility. Unlike their peers who come from academia, practitioner-scholars experience a unique context and career shift that requires navigating unfamiliar organizational structures and translating existing skills into new contexts. This collaborative autoethnography explores the lived experiences of two junior faculty who recently transitioned from the campus principalship to the tenure track professoriate during the COVID-19 pandemic. Through a process of individual writing, group reflection, and shared analysis, common themes emerged from the data, including expectations, relationships, and identity. The research discusses processing unfamiliar experiences in academia, negotiating the re-identification of self, and developing new attachments during the shift from doing the work to supporting and advancing the field. |
| first_indexed | 2024-03-12T18:53:51Z |
| format | Article |
| id | doaj.art-b9f8bf097d964463b5b843c5e6323dae |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T18:53:51Z |
| publishDate | 2022-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-b9f8bf097d964463b5b843c5e6323dae2023-08-02T07:03:19ZengTaylor & Francis GroupCogent Education2331-186X2022-12-019110.1080/2331186X.2022.2139119Reinventing identity in transition from principal to professor: a collaborative autoethnographyForrest Kaiser0Jennifer Bailey1Department of Educational Leadership, the University of Texas at Tyler, Tyler, Texas, United StatesDepartment of Educational Leadership and Policy Studies, the University of Texas at Arlington, Arlington, Texas, United StatesSchool leadership is a fast-paced job where stakeholder feedback is frequent, and decision-making requires quick thinking and strong organization. When school leaders transition from practitioner to scholar, they face a dramatic change in pace and responsibility. Unlike their peers who come from academia, practitioner-scholars experience a unique context and career shift that requires navigating unfamiliar organizational structures and translating existing skills into new contexts. This collaborative autoethnography explores the lived experiences of two junior faculty who recently transitioned from the campus principalship to the tenure track professoriate during the COVID-19 pandemic. Through a process of individual writing, group reflection, and shared analysis, common themes emerged from the data, including expectations, relationships, and identity. The research discusses processing unfamiliar experiences in academia, negotiating the re-identification of self, and developing new attachments during the shift from doing the work to supporting and advancing the field.https://www.tandfonline.com/doi/10.1080/2331186X.2022.2139119autoethnographyeducational leadershipidentityprincipalprofessoriatejunior faculty |
| spellingShingle | Forrest Kaiser Jennifer Bailey Reinventing identity in transition from principal to professor: a collaborative autoethnography Cogent Education autoethnography educational leadership identity principal professoriate junior faculty |
| title | Reinventing identity in transition from principal to professor: a collaborative autoethnography |
| title_full | Reinventing identity in transition from principal to professor: a collaborative autoethnography |
| title_fullStr | Reinventing identity in transition from principal to professor: a collaborative autoethnography |
| title_full_unstemmed | Reinventing identity in transition from principal to professor: a collaborative autoethnography |
| title_short | Reinventing identity in transition from principal to professor: a collaborative autoethnography |
| title_sort | reinventing identity in transition from principal to professor a collaborative autoethnography |
| topic | autoethnography educational leadership identity principal professoriate junior faculty |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2139119 |
| work_keys_str_mv | AT forrestkaiser reinventingidentityintransitionfromprincipaltoprofessoracollaborativeautoethnography AT jenniferbailey reinventingidentityintransitionfromprincipaltoprofessoracollaborativeautoethnography |