Leaders in Limbo: The Role of Collaborative Inquiry Influencing School Leaders’ Levels of Efficacy

Abstract

Using collaborative inquiry as a methodology for investigation, this study examined the implementation of a model of generative leadership (Adams et al., 2019) to explore the question: In what ways can implementation of a generative leadership model of professional learning for school leaders influence their sense of efficacy? An adapted model of generative leadership was adopted by seven school leaders in Alberta, Canada over a period of three years. Data was collected at the end of each year through journal reflections (Bashan & Holsblat, 2017) to ascertain school leaders’ levels of efficacy. Findings revealed four themes that identified how a generative leadership model influenced participants’ effectiveness in their roles. These findings offer insight into how models of school leader professional learning might be re-imagined in order to positively influence their sense of efficacy.