1. ECER, August 23 – 26 2016, Dublin - Ireland
Exploring the Espoused Values and Values in Action of Principals’ Leadership Styles: Seeking Authentic Leadership
Antonios Kafa & Petros Pashiardis
Open University of Cyprus
Nicosia, Cyprus
ECER, August 23 – , Dublin - Ireland

2. “Understanding human values is a never –ending process”
Rokeach, Understanding Human Values: Individual & Societal

3. Introductory comments
Every leader possesses a unique system of values that may affect everything (Hodgkinson, 1999).
The function of school leadership is primarily recognized through the interest and understanding of values (Begley, 2003).
The growth of cultural diversity across Europe, resulted to a more complex decision making process (Begley & Johansson, 2008).
Research trends (e.g. Baig, 2010; Notman, 2014; Wang, Gurr & Drysdale, 2014) consider school leaders’ values systems as an important element for shaping actions and behaviors.
Value-added leadership (Sergiovanni, 1990), Values-led leadership (Day, 2000) and Authentic leadership (Begley, 2006).

4. Introductory Comments
Espoused values and Values in action (Argyris & Schon, 1977; 1978; 1995).
Research connection between values system and leadership styles.

5. Theoretical Background
Openness to change
Self-Direction: e.g. Independent, creating, exploring.
Stimulation: e.g. Excitement, novelty, challenge in life.
The Schwartz Theory of Basic Values (Shwartz, 1992)
57 values items
10 universal values groups
4 clusters
Self-enhancement
Hedonism: e.g. Pleasure
Achievement: e.g. Success
Power: e.g. Social status and prestige, control or dominance over people and resources.
Conservation
Security: e.g. Safety, harmony, and stability of society, of relationships, and of self.
Conformity: e.g. Restraint of actions, inclinations, and impulses likely to upset or harm others and violate social expectations or norms.
Tradition: e.g. Respect, commitment, and acceptance of the customs and ideas that one's culture or religion provides.
Self-transcendence
Benevolence: e.g. Preserving and enhancing the welfare of those with whom one is in frequent personal contact
Universalism: e.g. Understanding, appreciation, tolerance, and protection for the welfare of all people and for nature.

6. Theoretical Background
The Pashiardis – Brauckmann Holistic Leadership Framework (Pashiardis, 2014; Brauckmann & Pashiardis, 2011)
5 specific leadership styles
Instructional Leadership Style
Structuring Leadership Style
Participative Leadership Style
Entrepreneurial Leadership Style
Personnel Development Leadership Style

7. Main purpose – General Objective
To explore the relation between principals’ espoused values and leadership styles.
To further explore the role of values in action in each leadership style through the decision-making process.
Based on the findings, concrete results will be given both on the espoused values and values in action.
Increase our knowledge about the practice of authentic school leadership, through the various leadership styles.

8. Research questions
Which are the espoused values as perceived by the principals?
What is the relation between the espoused values and principals’ leadership styles?
Which are the principals’ values in action during their leadership practice through the various decisions taken, according to each leadership style?
Is there a degree of congruence between principals’ espoused values and values in action according to their leadership styles?

9. Methodology
A two-phase research method with a sequential mixed method design (Tashakorri & Teddlie, 1998).
1st research phase
Schwartz Values Survey/ SVS
School Leadership Questionnaire by Pashiardis and Brauckmann
Quantitative data were gathered from 235 primary education principals across the island of Cyprus
2nd research phase
In-depth investigation of the principals’ everyday leadership practices and actions was conducted based on the Schwartz Theory of Basic Values
Interview, Observation, Think-aloud protocol method (three different vignettes)
Case studies: 5 principals were selected representing the 5 different leadership styles provided by the Pashiardis- Brauckmann Holistic Leadership Framework.

10. Limitations of the study
Five principals aren’t enough to draw conclusions on relations between leadership styles.
Examples of how these 5 principals express their values in action.
What is possible to generalize from one context to another?
Quantitative and qualitative research are combined in order to produce a general picture (Bryman, 1990).

11. Main findings Espoused values in relation to three categories:
i) social espoused values (e.g. social justice, word peace, social power, national security, social recognition etc.)
ii) personal espoused values (e.g. honest, healthy, inner harmony, spiritual life etc.)
iii) family espoused values (e.g. family security, mature love, true friendship, honoring parents and elders etc.)
Power (authority, wealth, preserving my public image etc.) and Stimulation (daring, a varied of life, an exciting life etc.), appeared somewhat remote in relation to the other Schwartz’s values types.
1st
Research ques t
ion

12. 2nd
Research
ques t
ion
Main findings
All five leadership styles are positively associated with the value types of Achievement and Conformity and negatively associated with the value types of Hedonism and Power.
Achievement….
Associated with their desire to achieve goals, to be effective, ambitious, influence all the relevant stakeholders, in an effort to fulfil their objectives within the school boundaries.

13. 2nd
Research
ques t
ion
Main findings
Conformity…
Restraint of leadership actions that could disrupt or undermine the smooth interaction with the various internal and external school stakeholders (e.g. kindness, etc.).
Restriction of freedom and choice in some school decisions as a result of the centralized educational system of Cyprus (e.g. kindness, obedience, self-control).

14. 3rd
research
ques t
ion
Main findings
All five school principals promoted a number of values in action, in eight values types, with many similarities.
Four principals (four leadership styles) mainly exhibit values in action of Universalism and Benevolence and less values in action of Conformity and Tradition.
One principal (Entrepreneurial leadership style) mainly exhibits values in action of Conformity and Tradition.

15. Main findings The presence of the values type Power.
The presence of the value authority/ the right to lead or command (Power) and preserving my public image/ protecting my ‘face’ (Power).
These kinds of values in action are likely to enable principals to impose their leadership and manage the school with the power they think they possess, as well as to preserve their school’s image either to parents, or the local community, or even the Ministry of Education etc.
3rd
Research
ques t
ion

16. Discussion
Lack of congruence between the espoused values and values in action in relation to the principals’ leadership styles.
Values in action may be filtered, to some extent, by particular factors which are preventing school principals from promoting their espoused values during their leadership practice.
It concerns the broader context of school principals and it is associated with the society in which they live and work.
In the case of Cyprus such factors may be associated with the conservative nature of the Cypriot society, the centralized educational system in Cyprus, the public image that each principal must preserve to all the external stakeholders (e.g. parents, educational institutions, Ministry of Education and Culture, local community), both with respect to their own leadership status as principals and the overall school presentation, as well as the authority/ power which they think they possess during their leadership practice.

17. Major Recommendations
School principals….
Need to reflect and assess holistically on their own personal values system/ identify and discover their true and authentic self.
Educational policy, institutions, school leaders’ preparation centers…
Reflecting on the possible differentiation between principals’ espoused values and values in action/ in use might lead to the improvement of the educational system.
Specific training programs on the basis of experiential and holistic approach of the school principals’ true and authentic self-knowledge, along with their leadership styles which they adopt during their leadership practice.
‘personal leadership meetings’, ‘introductory meetings’

18. Major Recommendations
Further Research….
Teachers’ personal espoused values and values in action… Richer findings with regards to the true/ authentic leadership.
Investigate whereas the partial differentiation between principals’ espoused values and values in action, which was observed, is based on the instructions and initiatives given by the Ministry of Education, especially in a centralized educational system such as that of Cyprus.
An international comparative research between leadership styles and values (espoused values or values in action).

19. Paul Begley on Authentic Leadership….
“Self-Knowledge”
“Sensitively to the orientation of others”
“Technical Skills”

20. Thank you for your attention! antonios.kafa@ouc.ac.cy