Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

  • Malte Gregorzewski University of Innsbruck
  • Michael Schratz
  • Christian Wiesner

Abstract

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory application
in an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratory
application in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

References

Baker-Doyle, K. (2017). Transformative teachers: Teacher leadership and learning in a connected world. Cambridge, MA: Harvard University Press.

Baráth, T. (2010). Methodology applied in the project. In M. Schratz, M. Hartmann, E. Křižková, G. A. Kirkham, E. Keclíková, T. Baráth … P. Peček (Eds.), Improving school leadership in Central Europe (pp. 33–40). Budapest: Tempus Foundation.

Baráth, T. (2013). Appendix 2 – The role diagrammatic approach. In M. Schratz, A. Laiminger, F. MacKay, E.
Křižková, G. A. Kirkham, T. Baráth, G. … T. Söderberg, The art and science of leading a school – Central5: A
central European view on competences for school leaders (pp. 219–225). Budapest: Tempus Public Foundation.

Bryk, A. S. (2015). Accelerating how we learn to improve. 2014 AERA distinguished lecture. Educational Researcher, 44(9), 467–477.

Fullan, M. (2005). Leadership and sustainability: System thinkers in action. London, UK: Sage.

Gurr, D. (2015). A model of successful school leadership from the International Successful School Principalship Project. Societies, 5(1), 136–150.

Huber, S. G., Wolfgramm, C., & Kilic, S. (2013). Vorlieben und Belastungen im Schulleitungshandeln: Ausgewählte Ergebnisse aus der Schulleitungsstudie 2011/2012 in Deutschland, Österreich, Liechtenstein und der Schweiz [Preferences and burdens in school leadership action: Selected results from the Executive Board Study 2011/2012 in Germany, Austria, Liechtenstein and Switzerland]. In S. G. Huber (Ed.), Jahrbuch Schulleitung 2013 (pp. 259–271). Köln: Carl Link.

Leadership Academy. (2018). What is the Leadership Academy? Retrieved from www.leadershipacademy.at
Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham,
UK: Open University Press.

Pont, B., Nusche, D., & Hopkins, D. (2008). Improving school leadership volume 2: Case studies on system
leadership. Paris: OECD.

Pool, S. (2007). Leadership auf dem Prüfstand – Mit der Leadership-Kompetenz-Skala Führungskompetenzen
von Schulleitungspersonen auf der Spur [Leadership under scrutiny – tracking the leadership skills of school leaders with the Leadership Competency Scale]. Journal für Schulentwicklung, 11(1), 42–53.

Riemann, F. (1961). Grundformen der Angst. Eine tiefenpsychologische Studie [Basic forms of fear. A depth-psychological study]. München: Ernst Reinhardt Verlag.

Scharmer, C. O. (2009). Theory U: Leading from the future as it emerges. San Francisco, CA: Berrett-Koehler.

Schley, W., & Schratz, M. (2011). Developing leaders, building networks, changing schools through system leadership. In T. Townsend & J. MacBeath (Eds.), International handbook of leadership for learning (pp. 267–295). Dordrecht, Heidelberg, London, UK, & New York, NY: Springer.

Schratz, M. (2011). Die Internationalisierung von Bildung im Zeitalter der Globalisierung [The internationalisation of education in the age of globalisation]. In M. Ruep (Ed.), Bildungspolitische Trends und Perspektiven (pp. 19–53). Baltmannsweiler: Schneider Hohengehren.

Schratz, M. (2012). Austria’s balancing act: Walking the tightrope between federalism and centralization.
In K. Seashore Louis & B. van Velzen (Eds.), Educational policy in an international context: Political culture and its effects (pp. 95–104). New York, NY: Palgrave Macmillan.

Schratz, M., Hartmann, M., & Schley, W. (2010). Schule wirksam leiten. Analyse innovativer Führung in der Praxis [Leading school effectively. Analysis of innovative leadership in practice]. Münster: Waxmann.

Schratz, M., Paseka, A., & Schrittesser, I. (2011). Pädagogische Professionalität quer denken – umdenken – neu denken [Pedagogical professionalism, crossly thinking - rethinking - rethinking]. Wien: Facultas Universitätsverlag.

Schratz, M., Wiesner, C., Kemethofer, D., George, A. C., Rauscher, E., … & Huber, G. S. (2016). Schulleitung im Wandel: Anforderungen an eine ergebnisorientierte Führungskultur [The change of school leadership: Requirements for a result-oriented culture of leadership]. In M. Bruneforth, F. Eder, K. Krainer, C. Schreiner, A. Seel, & C. Spiel (Eds.), Nationaler Bildungsbericht Österreich 2015, Band 2: Fokussierte Analysen bildungspolitischer Schwerpunktthemen (pp. 221–262). Graz: Leykam.

Schultz, K. (2017). Foreword. In K. Baker-Doyle (Ed.), Transformative teachers: Teacher leadership and learning in a connected world (pp. ix-xii). Cambridge, MA: Harvard University Press.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday/Currency.

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.). New York, NY: Doubleday/Currency.

Sergiovanni, T. J. (1992). Moral leadership getting to the heart of school improvement. San Francisco, CA: Jossey Bass.

Sergiovanni, T. (2005). Strengthening the heartbeat. Leading and learning together in schools. San Francisco, CA: Jossey-Bass.

Steinkellner, H., & Wiesner, C. (2017). Anforderungen an eine zielorientierte Führungskultur: Die „wachsame Sorge” als Prozessmodell für eine evidenzorientierte Schul- und Unterrichtsentwicklung [Requirements for a goal-oriented culture of leadership: The “‘vigilant concern”’ as a process model for evidence-oriented school and classroom develop]. In W. Schönangerer & H. Steinkellner (Eds.), Neue Autorität macht Schule (pp. 248–315). Horn: Verlag Berger.

Stoll, L., Moorman, H., & Rahm, S. (2007). School leadership development strategies: The Austrian leadership academy. A case study report for the OECD activity improving school leadership. Paris: OECD.

Thomann, C. (2014). Klärungshilfe 2. Konflikte im Beruf: Methoden und Modelle klärender Gespräche [Help for clarification 2. Conflicts in profession: Methods and models clarifying conversations]. Reinbek bei Hamburg: Rowohlt.

Townsend, T., & MacBeath, J. (2011) (Eds.). International handbook of leadership for learning. Dordrecht & Heidelberg: Springer.

Ulrich, D., Zenger, J., & Smallwood, N. (2000). Ergebnisorientierte Unternehmensführung. Von der Zielformulierung zu messbaren Erfolgen [Result-oriented business management. From the formulation of goals to measurable successes]. New York, NY: Campus.

Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967). Pragmatics of human communication: A study of interactional patterns, pathologies, and paradoxes. New York, NY: Norton.

Wiesner, C. (2010). Interpersonelle Kommunikation 4.0. Analytische Betrachtung der zwischenmenschlichen Kommunikation in der Aus-, Fort- und Weiterbildung [Interpersonal communication 4.0. Analytical review of interhuman communication in advanced educational training and further professionalization]. Medienjournal, 1, 4–19.

Wiesner, C., George, A. C., Kemethofer, D., & Schratz, M. (2015). School leadership in German speaking countries with an emphasis on Austria: A re-vision. Ricercazione, 7(2), 65–90.
Published
2018-09-28
How to Cite
GREGORZEWSKI, Malte; SCHRATZ, Michael; WIESNER, Christian. Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy. Center for Educational Policy Studies Journal, [S.l.], v. 8, n. 3, p. 59-78, sep. 2018. ISSN 2232-2647. Available at: <https://ojs.cepsj.si/index.php/cepsj/article/view/498>. Date accessed: 16 oct. 2018. doi: https://doi.org/10.26529/cepsj.498.