ERIC Number: EJ1080171
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 37
Genuine Inquiry: Widely Espoused Yet Rarely Enacted
Le Fevre, Deidre M.; Robinson, Viviane M. J.; Sinnema, Claire E. L.
Educational Management Administration & Leadership, v43 n6 p883-899 Nov 2015
The concept of inquiry is central to contemporary discussions of teacher and leader professional learning and problem solving in interpersonal contexts. However, while few would debate its value, there has been little discussion of the significant challenges inherent in engaging in genuine inquiry. In this article, we distinguish between genuine and pseudo-inquiry, and define the former as motivated by an open-minded stance and desire to learn. We argue in our literature review, that while both forms of inquiry may share the same linguistic features, deeper analysis of underlying thoughts and motives is required to distinguish the two types of inquiry. We then report a descriptive study of how 13 school leaders (in a simulated setting) inquired into their concerns about a teacher's behaviour. The analysis of their conversation transcripts showed that they engaged in limited genuine inquiry. Leaders' capacity for genuine inquiry was constrained by their judgmental thinking, tendency to avoid negative emotion and desire to maximize staying in control of the conversation. Implications for further research on inquiry and for leadership development are discussed.
Descriptors: Inquiry, Leadership, Interpersonal Relationship, Professional Development, Leaders, School Administration, Vignettes, Discussion, Self Evaluation (Individuals), Transcripts (Written Records), Barriers
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A