Abstract
This article addresses the limitations of the existing leadership identity development literature and offers suggestions for extending the scope of knowledge and understanding of the topic to evolve leadership education research and practice. Authors suggest utilizing multi-level, complexity, and systems views in the study of leadership identity development as a way to explore beyond constructivist, individual-focused conventions that undergird the extant literature. It concludes with considerations for leadership educators to explore in efforts to expand and evolve their teaching, research, and practice related to leadership identity development.
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