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How does Openness about Personal, Sexual and Gender Identities Influence Teacher Leaders’ Self-Perceptions of Authenticity?

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posted on 2023-08-30, 17:06 authored by Catherine Lee
This article utilizes the model of authentic leadership by Bill George and his colleagues to explore the extent to which openness about personal sexual and gender identities influence teacher leaders’ self-perceptions of authenticity in the workplace. Forty-three teachers in senior leadership roles were asked to complete George’s authentic leadership self-assessment tool. They were then invited to provide written comments reflecting on their performance in five key areas identified by George et. al’s: Purpose – Passion; Values –Behaviour; Heart – Compassion; Relationships – Connectedness, and; Self-discipline – Consistency. The responses of twenty-three teacher leaders self-identifying as either Lesbian, Gay. Bisexual or Transgender (LGBT) were compared with twenty teacher leaders self-identifying as heterosexual and cis gendered. Results show that LGBT teacher leaders rated themselves more negatively than their heterosexual /cis counterparts in all areas except Values-Behaviour, where they often reported that they over-performed as a defense against discrimination. LGBT teacher leaders rated themselves lowest in the key area of Relationships – Connectedness, with their reflections revealing tensions around being authentic in their relationships with colleagues, while keeping their sexual identity private.

History

Refereed

  • Yes

Volume

50

Issue number

1

Page range

140-162

Publication title

Educational Management Administration and Leadership

ISSN

1741-1440

Publisher

SAGE

File version

  • Accepted version

Language

  • eng

Legacy posted date

2020-03-30

Legacy creation date

2020-03-30

Legacy Faculty/School/Department

Faculty of Health, Education, Medicine & Social Care

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