Leading toward a growth mindset in an educational climate of accountability

This study explores the significant moments for a school leader when leading a school reform towards a growth mindset. The challenges of balancing the public narrative of educational performance and the leader’s ontological narrative are explored in a qualitative narrative inquiry. A Queensland school leader’s reflective journal was analysed through the theoretical lens of reflexivity. The findings identify several conflicting emotions experienced by the change leader. The thesis argues that Leadership for Learning principles can be enhanced through reflexivity. This study has relevance for understanding how reflexive approaches to change leadership may support school leaders in their complex roles