How does openness about sexual and gender identities influence self-perceptions of teacher leader authenticity?

Abstract

This article utilizes the model of authentic leadership by Bill George and his colleagues to explore the extent to which openness about personal sexual and gender identities influence teacher leaders’ self-perceptions of authenticity in the workplace. Forty-three teachers in senior leadership roles were asked to complete George’s authentic leadership self-assessment tool. They were then invited to provide written comments reflecting on their performance in five key areas identified by George and colleagues: Purpose – Passion; Values – Behaviour; Heart – Compassion; Relationships – Connectedness; and Self-discipline – Consistency. The responses of 23 teacher leaders self-identifying as either lesbian, gay, bisexual or transgender were compared with those of 20 teacher leaders self-identifying as heterosexual and cis gendered. Results show that lesbian, gay, bisexual or transgender teacher leaders rated themselves more negatively than their heterosexual/cis counterparts in all areas except Values – Behaviour, where they often reported that they overperformed as a defence against discrimination. Lesbian, gay, bisexual or transgender teacher leaders rated themselves lowest in the key area of Relationships – Connectedness, with their reflections revealing tensions around being authentic in their relationships with colleagues, while keeping their sexual identity private.