Collaborative Autoethnography on Vice Principals’ Role-Performing Experiences in a Public Alternative School

The purpose of this study was to explore the identity of vice principals at a public alternative school by closely examining their role-performing experiences from an insider’s perspective, and to derive theoretical and practical implications for realizing the educational potential of the school. To achieve the purpose, two researchers who served as a vice principal at a therapeutic public alternative school reflectively explored the entire process of their role-performing experiences using collaborative autoethnography. The main findings of this study are as follows. First, vice principals of a therapeutic public alternative school were internally appointed based on practical legitimacy, revealing structural tensions with existing institutional frameworks. Second, the vice principals performed multifaceted practical leadership roles, including caring for at-risk students, managing therapeutic curricula programs, supporting teacher communities, and connecting with external resources. Third, the standard personnel system within the mainstream educational framework threatened the autonomy and identity of a therapeutic public alternative school, making it difficult for vice principals to sustain the vice principal role. These findings will contribute to policy improvements for institutionalizing practice-based leadership in public alternative schools, establishing flexible personnel systems, and safeguarding the identity of a therapeutic public alternative school.