A case study of leadership in a specialised school for at-risk youth

Jennifer S Newlands

This study began when I started my journey as a novice principal of a school for at-risk youth and discovered there was a dearth of examples of leadership practice in contexts that were similar to mine. The purpose of this study was to assist my development as a leader and make a substantive contribution to the literature by building a rich case study of how a principal of a school for at-risk youth enacted and distributed leadership. This qualitative study was positioned within an interpretive paradigm and used a novel application of dialectics and sociocultural theory in order to unpack and highlight the dynamics of leadership. It also considered the extent to which the principal’s strategies and actions had an impact on the experiences of those working in a specialised context. Data sources included semi-structured in-depth interviews, organisational artefacts, and field notes. The analysis of the data from this study established that the context, as well as the schema (e.g., values, beliefs, tacit knowledge) and practices of the individuals involved, contributed to how leadership was enacted and distributed. It highlighted various instances of structural transformation, including the progressive and pragmatic distribution of leadership, that were influenced by the principal’s beliefs about organisational need and readiness. Additionally, the research revealed the salience of trust for understanding the strategies and actions employed by the principal, including how they were experienced and perceived by staff. There were also variations in trust which were situated in historical decisions and influenced by a range of personal and professional factors, including reputation and process integrity. The case presented highlights the importance of developing a nuanced understanding of the interdependencies and interrelationships between leaders, followers and the context in which leadership is enacted and distributed. The findings from this study suggest that knowing how to engage with staff is as important as discerning what to do within any given context. Further, they provide insights into the evolving nature of leadership and the significance of on-going self-reflection, especially in times of change.

A case study of leadership in a specialised school for at-risk youth

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