Leading With the Possible in Mind: Educational Leaders’ Experiences Engaging Imagination in Practice

Abstract

This research seeks to better understand the theoretical and practical dimensions of imagination as a practice that supports relational and ethical leadership. Specifically, this article shares focus group data that was part of a larger case study looking at educational leaders’ conceptions and practices of imagination. Data from a focus group involving seven participants reveals educational leaders’ understandings of imagination and leadership, and the practical ways they enact imagination in their own leadership practices. Participants’ descriptions of their imaginative practices and how they are
received in their school cultures highlight the opportunities, challenges, and tensions of being imaginative in educational leadership contexts. It is risky to be imaginative, and while leaders find space to be imaginative, they often engage in covert use of imagination to avoid judgement and condescension. This research contributes to deepening understanding of relational, whole-hearted, and ethical approaches to leadership in hopes of addressing misconceptions of imagination and developing cultures that support and promote imagination for all leaders.