Negotiating between two competing leadership roles: narratives of principals serving as trade union executive members.

Abstract

This exploration study focused on school principals who are also serving as trade union executive members. The study was conducted with three school principals, namely, two from primary schools and one from a full-service school. The purpose of the study was to explore these school principals’ background as well as their lived experiences. Further, the study examined the role identities they construct of themselves, the influence of serving in a union executive committee on school principals’ leadership practices and their negotiation between the two contesting leadership roles. Three research puzzles were utilized as tools to generate data, namely, what role identities do principals construct of themselves as school principals and also as trade union leaders, how does serving in a union executive committee influence leadership practices of principals and how do school principals serving as trade union leaders negotiate between the two contesting leadership roles? The theoretical framework used to understand the lived experiences of the participants consist of two theories, namely, social identity theory and relationship leadership theory. Narrative inquiry methodology was used to conduct this study. Data was generated by making use of unstructured interviews, collage inquiry and artefacts inquiry. Generated data was then analysed at two levels, namely, narrative analysis (first level of analysis) and analysis of narratives (second level of analysis). In the process of establishing the role identities that the participating principals construct of themselves, two themes emerged; namely, school principals first before becoming union leaders and trade union leaders as political activists. In addition, it was found that union inherited traits and fellow union members’ scrutiny influence the participants’ leadership practices in schools. Again, the study put to light two critical aspects that are utilised by the participating principals to negotiate between their two leadership roles; namely, time management and strong collaboration within their SMTs. Finally, the study revealed that teacher unions equip principals with skills and qualities needed to lead schools. It was then concluded that teacher unions are another avenue from which principals who are also union executive leaders draw quality leadership skills.