Abstract
This article examines the effect of the United Kingdom’s first LGBT (lesbian, gay, bisexual and transgender) School Leadership programme. Based on the values of authentic leadership, promoting inclusion, celebrating diversity, accepting difference, challenging the status quo and achieving social justice, the Courageous Leaders programme provided mentoring, training and support for LGBT teachers aspiring to become school leaders. Utilising Social Phenomenology as methodological framework, the article considers the written reflections of a single cohort of 10 lesbian and gay teacher participants to reflect on the way in which Courageous Leaders affected their professional identities and behaviours.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
