Engaging the Self for Others: Life Stories of Retired School Managers and Their Leadership Development Journeys

Leadership development among school managers is a complex and evolving process influenced not only by professional responsibilities but also by deeply personal life experiences. While numerous studies have examined leadership competencies and administrative effectiveness, limited research has focused on how retired school managers interpret and assign meaning to the critical life events that shaped their leadership journey. The lived experiences of these seasoned leaders—particularly in the context of their emotional, moral, and spiritual development—remain largely unexplored in educational leadership literature. This study addresses that gap by exploring the highest and lowest points in the careers of 15 retired public elementary and secondary school principals and examining how these pivotal moments shaped their leadership beliefs and practices. Using a constructivist grounded theory design, data were collected through in-depth interviews and analyzed via constant comparative analysis, memoing, theoretical sampling, and theoretical saturation. A core category emerged: “Engaging Self for Others,” reflecting the essence of selfless and relational leadership. Five supporting categories were identified: (1) coping with challenges, (2) strengthening engagement with teachers, students/pupils, and parents, (3) anchoring oneself on values and virtues, (4) believing in God, and (5) achieving success. Participants metaphorically described their leadership journey as a spider's web, symbolizing the complexity and resilience that form through years of dedicated service. The findings reveal that effective school leadership extends beyond administrative functions, deeply rooted in self-awareness, relational commitment, spiritual grounding, and moral integrity. The study concludes that significant life events and core values play a crucial role in the development of authentic and transformative school leadership. The emergent theory offers practical implications for leadership preparation programs, emphasizing the importance of nurturing personal growth, faith, and service in cultivating educational leaders who lead with purpose, resilience, and compassion.