Leaders of the profession and professional leaders. School leaders making sense of themselves and their jobs

Abstract

ABSTRACT In most of the Western world, high expectations of educational leadership exist. School leaders are regarded as important actors in the implementation of reforms, which are occurring at an increasing pace. Furthermore, they are regarded as professionals who can make judgments on behalf of their pupils, teachers, and schools. However, becoming a school leader is an underexposed process that typically involves a departure from one’s previous professional identity as a teacher. In this article, we study this process by analysing qualitative interviews that were conducted with three school leaders in the Danish primary public school (Folkeskole): a young member, a middle-aged member, and a senior member. Our point of departure is Bourdieu’s theory of habitus, as well as narrative theory. We find that all school leaders construct professional identities in continuation of their teacher identities but that these differ along the lines of what we refer to as professional leaders and leaders of the profession.