This subsection is a discussion of the similarities and differences in the results identified by Principals and leadership team participants in identifying the characteristics underlying an approach to leadership in the Josephite tradition. The results from Principals and leadership team participants are discussed under four themes: faith inspired leadership; integrity in leadership for mission, leadership and service; leadership and formation. There is a strong correlation in the results gained from Principals and leadership team participants. However, there is a slightly varying emphasis on characteristics depending on the perspective of either Principal or leadership team participants because of their specific leadership role and the context of the school community.
5.4.3.1 Principals and leadership teams and faith inspired leadership. Most principals and leadership team participants identified leadership inspired by their faith as crucial in a Josephite approach to leadership. Whereas Principals were explicit in stating faith as integral to their role, leadership team participants reflected on the ways in which the gospel values were an inspiration for their work. Various Principals strongly emphasised their expression of faith was closely aligned with the Josephite tradition which gave them a language in which to express their beliefs, and values in leadership. Several Principals were conscious of the responsibility they had to ensure their faith was embodied and explicitly
modelled in prayer, words and actions in leading staff, students and the school community. Leadership team participants who had extensive years of experience recognised their responsibility to pass on the values and continue to create meaning
for students. Principals and leadership teams in schools in rural areas identified the integrated and formal nature of their faith leadership expressed in the town, parish and diocesan community. Both Principals and leadership team participants reflected on the language of the tradition that enabled them to express their faith in ways that were familiar, down to earth and accessible for families.
The greatest difference in emphasis between Principals and leadership team participants was the recognition by Principals of their responsibility in aligning leadership inspired by faith in the Josephite tradition with current reality in school and parish communities. Most leadership team participants made general reference to their leadership in faith as school based compared to the Principals who identified their leadership required influence in the local parish, diocesan and congregational communities in which they served. Several leadership team participants expressed the desire to be more explicit in their faith leadership in the practical circumstances of working with families, recognising the challenges that a multi-faith and highly secularised context presented. The results indicated a strong correlation in the emphasis Principals and leadership team participants placed on the founding story, its language and symbols and core values as underpinning a visible witness to faith inspired leadership. Moreover, the Sisters’ focus group observed the transmission and integration of faith, life and culture in a Josephite approach to leadership enabled the Catholic tradition to be accessible and relevant in the lives of students and their families.
5.4.3.2 Principals and Leadership teams and integrity for mission.
Both Principals and leadership team participants emphasised the significance of the Josephite tradition being expressed in and through the school’s mission and vision statements. The results suggested that Principals and leadership team participants regularly referred to the school’s mission and vision statement. Most Principals emphasised the line-of-sight required to ensure consistency and integrity between words, actions and practice in their school community. Several leadership teams referred to examples where their vision statement was not something that ‘gathered dust’ but was the basis of decision-making. Principals provided examples of their role in facilitating, empowering and encouraging their leadership teams to reflect on their action and practice considering the vision statement. One Principal referred to a process of ‘cross checking’ to ensure what was said and done reflected
integrity with the school’s vision and mission. Some leadership participants observed that in difficult and stressful times a return to the vision statement provided a touchstone for what was important.
Principals reflected on the increasing difficulties of breaking open the
Catholic tradition when meeting families during enrolment interviews yet recognised the Josephite tradition provided them with the opportunity to ground a faith
perspective in education. Similarly, leadership team participants recognised the challenges associated with the practical application of the tradition when there was some dissonance in working with students and families. While several Principals observed their own role demanded vigilance to create and articulate vision, most leadership team participants sought direction and leadership from their Principal in the implementation of vision. The Sisters’ focus group observed that it was essential for Principals to create a shared vision promoting solidarity and a spirit of co- operation to enable all difficulties and divisions to be overcome.
5.4.3.3 Principals and Leadership teams and service.
Both the Principals and leadership team participants placed a strong emphasis on servant leadership underlying an approach to leadership in the Josephite tradition. Several Principals referred to their role as ‘bringing out the best in people’. Another Principal described her model of leadership as acting in non-hierarchical ways to empower others. One leadership team ratified this experience referring to their role as stewards and custodians. Furthermore, some leadership team participants
identified relationships, participation and the capacity to be trusted as providing them with opportunities to witness to the Gospels in serving students and their families. Several Principals, who had been immersed in the Josephite tradition, expressed their appreciation and understanding of values that underpinned a servant style of
leadership. One Principal noted the commitment required to ensure values such as compassion and humility underscored daily interactions. Similarly, several
leadership team participants emphasised service and responding to need in the care of students and families as an expression of compassion and humility.
Principals and leadership team participants stressed the importance of understanding humility as essential in an approach to leadership that had service as its basis. For example, one Principal had been advised ‘not to be so humble’ by an external observer of the school’s achievements. This Principal felt there were misconceptions about serving with a humble spirit as was evident in Mary
Mackillop’s practical and down to earth approach to leadership. Similarly,
leadership team participants drew on the inspiration of the humility observed in the Sisters of St Joseph as getting on with things without fuss. Moreover, the Sisters’ focus group considered a wholistic approach to daily experiences of learning, liturgy and administration were powerful vehicles to express the compassionate love of God and to serve and give witness in the faith community. One Sister observed that the ministry of Catholic education in the Josephite tradition
continued to provide school leaders and the Sisters with the opportunity to be the very best of the compassionate Church.
5.4.3.4 Principals and Leadership teams and leadership formation.
Principals and leadership team participants expressed a value for formation experiences as essential and desirable in shaping their leadership in the Josephite tradition. While there was a strong coherency in valuing formation between Principals and leadership team participants, there was a distinction in the type of formation experienced. Principals valued their initial formation in leadership be it working alongside the Sisters or in formation programs that provided them with context, values and the capacity to recognise the charism in themselves and others. Leadership team participants, however, placed a value on the daily formation taking place in their participation as a leadership team member. Most Principals recognised their responsibility in building leadership capacity among their staff, although several Principals in the early months of their leadership in the school community noted their reliance on leadership team members to identify the impact of tradition and charism.
Most Principals emphasised the need for ongoing formation where solidarity with other leaders of schools provided collegial and collective strength in meeting the increasing challenges of leadership. Some leadership team participants noted their formative experiences in the Josephite spiritual tradition gave them courage to challenge what they perceived as the status quo in education and the wider
community. These formative experiences resounded with the observation of the Sisters’ focus group who reinforced the vital role the formation of school leadership played in transmitting the charism through generations of leaders. The Sisters claimed the transmission of charism relied on strong partnerships between the Sisters, school leaders and diocesan personnel.
5.4.4 Characteristics of the Josephite tradition underlying an approach