Imagination as a catalyst for relational leadership: Educational leaders’ perspectives

This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.