Purpose Self-awareness is an essential ingredient of leader performance. However, existing research has not unpacked the specific experiences and practices supporting the development and maintenance of self-awareness. This study establishes a framework to study self-beliefs and a dedication to leader self-development, which we understand to be the antecedents of self-awareness, using examples of mid-level administrative leaders. Design/methodology/approach The interview-based study first developed narrative case studies of 12 administrative leaders. In a second step, a cross-case analysis identified shared themes of individual sense-making linked to self-awareness and leadership practices. Findings The study develops a sequential model of leader self-development clarifying the types of personal experiences and self-study practices that may foster the development of self-awareness. This framework identifies self-study and other personal leadership practices as possible antecedents of self-awareness, including self-beliefs, receptiveness, reflective practices, and personal challenges experienced. Practical implications This study establishes a framework of self-development practices to integrate with dominant institutional formal leadership training programs. This complementary approach helps advance a research program on how self-study and other self-leadership practices can support public leadership development. Originality/value Prior research has highlighted self-awareness and reflective practices as essential to leader development and performance. However, how self-beliefs and a dedication to self-development is perceived by leaders in practice remains poorly understood. This research develops a framework of possible antecedent practices supporting individual self-awareness in a public sector context.
Bukalova et al. (Wed,) studied this question.
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