Self-Assessment as a Catalyst for Educational Leadership Development

Abstract

This study explores how self-assessment and reflective practice can serve as catalysts for educational leadership development, particularly within urban education contexts that integrate social-emotional learning (SEL) and arts-based wellness programming. Employing a reflective case study approach, the analysis utilizes three leadership assessment tools—Maxwell Leadership, Leadership Circle Profile, and Leadership DNA—to evaluate the leadership profile of one educational leader. Autoethnographic reflection was applied to identify strengths, growth areas, and implications for practice, linking assessment outcomes to real-world leadership experiences in programs serving underserved urban students. Findings reveal three core insights: strong collaboration and reliability, growth needs in authenticity and developing others, and the central role of communication for leadership success. These results align with authentic and human-centric leadership theory and underscore the value of experiential learning. The study demonstrates how individual self-assessment can illuminate broader leadership principles while offering practical strategies for educators and aspiring leaders to enhance communication, authenticity, and mentoring within diverse and creative learning environments.