Shaping professional identities in turbulent times: Venezuelan female school leaders’ sensemaking of critical incidents

Abstract

This study delves into how Venezuelan female school leaders’ sensemaking of their professional identities occurs through critical incidents in turbulent contexts. To explore this, the study employed a qualitative phenomenological approach, conducting in-depth interviews with twelve female school leaders selected through maximum variation sampling. Interview data were analyzed through thematic analysis. The findings demonstrate how personal aspirations, institutional support, and systemic influences shape leaders’ professional identity development as they navigate complex challenges across personal, professional, gender-related, and environmental dimensions. The study extends identity theory by introducing the concept of ‘crisis-adaptive identity formation’ while revealing how female leaders develop distinctive strategies balancing assertiveness with collaborative leadership styles amid intersectional challenges. Results demonstrate the transformative nature of critical incidents in shaping professional identities, particularly during unprecedented challenges such as economic crises and pandemic conditions. This research contributes to understanding the complexities of female school leadership in turbulent contexts, emphasizing the need for targeted support systems and professional development programs that address gender-specific leadership challenges while maintaining educational excellence in challenging environments.