UCLA

Improved self-awareness has been linked to improved leadership capability. This mixed-methods study investigates whether self-awareness can be developed in emerging school leaders through either mixed-reality simulation (MRS) or the Reciprocal Learning Partnership (RLP) protocol. It explores the participant’s state of mind (SOM) before, during, and after engaging with one of these interventions and the type and quality of participant reflections and insights throughout the process. Participants were recruited from one of three principal preparation programs of varying sizes and modalities (online and in-person), all offering a preliminary administrative services credential, which is required to hold an administrative position in California public schools. Quantitative data were gathered using two validated survey instruments, the Awareness Outcomes Measure (AOM) and the Self-Reflection Insight Scale (SRIS). Statistical analysis was conducted using a Shapiro-Wilk normality test, then a paired t-test to identify growth in self-awareness levels. To better understand the phenomenological experience of the participants as they engaged in one of these two interventions, qualitative results were gathered through semi-structured interviews . The quantitative results showed that both interventions led to increased levels of self-awareness. The qualitative results provided additional understanding regarding the participant experience to help explain the quantitative increase in self-awareness. This study supports activities and interventions in principal preparation programs that allow participants to improve their self-awareness.