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Purpose The purpose of this study was to explore if faculty who undertake teacher preparation, which has a leadership intervention across each module, are better prepared to take on educational leadership roles. Methods A cross sectional qualitative approach was used as part of a longitudinal evaluation of a program. The aim was to explore the perceptions of a purposive sample across three cohorts of students. Data was collected via semi-structured interviews and were analyzed by thematic analysis. Results Data from ten semi-structured interviews suggested that perceived leadership development included confidence to change day-to-day practice, see the bigger picture, and manage colleague’s expectations as a result of undertaking the program. Although profiles and experience varied across the sample all participants suggest that they are more strategic in how they interact with colleagues and plan innovations in practice as a result of the program. Conclusion Assumptions about leadership and leaders shaped the way that faculty perceived how prepared they were to take on educational leadership roles, as a result of the program. The leadership model underpinning a faculty development program can strongly shape the preparedness of the participants to take on educational leadership roles and thus requires more attention by program developers.

Weaving leadership longitudinally: a qualitative study on faculty development