Shedding one’s skin in order to become a leader: The identity transition of school management staff (notice n° 1055954)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02780cam a2200169 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250128182805.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Bellini, Stéphane |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Shedding one’s skin in order to become a leader: The identity transition of school management staff |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 8 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This research is based on a reflection on learning management, specifically when one becomes a “promoted manager” (Gadéa and Pochic 2009). It is part of a partnership with the Institut des Hautes Etudes de l’Education et de la Formation (IH2EF), which trains and supports National Education managers in taking up managerial roles. To contribute to the enrichment of management training, we seek a better understanding of the processes at work when accessing managerial roles. Thus, our research question expresses an exploratory approach: How does the identity transition of new heads of establishment unfold as they assume their roles? Findings from qualitative field research, mainly through semi-structured interviews with new directors of National Education schools, highlight an “identity dynamic” (Kaddouri 1999). By accessing managerial functions, new directors alter the core elements of professional identity, identity for others, and self-identity (Dubar 2010). We aim to identify the characteristics of this “identity dynamic” and the tensions it provokes (Dubar 2010), which requires a visible change in the new managers’ relationship with others, both in their clothing appearance and in their self-control and discourse—elements that relate to “identity for others.” This change causes identity tensions between identity ascribed by others (the institution, the group to be managed) and self-identity (Dubar 2010), but it is facilitated by an internal negotiation (between inherited identity and aspirational identity) facilitated by the permanence of values and the perceived continuity of commitment among school directors in service of French National Education. This research opens up new perspectives in terms of training: Given the importance of identity dynamics, it argues for experiential learning of management, designed to facilitate identity transition by testing the managerial role through adapted teaching methods, such as simulations (Chevalier et al. 2018), critical incidents (Bournois and Bourion 2009), and theater-inspired sessions (Salgado 2008). |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Lurton, Guillaume |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | RIMHE : Revue Interdisciplinaire Management, Homme & Entreprise | 13o 56 | 3 | 2024-11-29 | p. 52-69 | 2259-2490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-rimhe-revue-interdisciplinaire-management-homme-entreprise-2024-3-page-52?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-rimhe-revue-interdisciplinaire-management-homme-entreprise-2024-3-page-52?lang=en&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux