Jordan Rex Jensen, Fielding's School of Educational Leadership & Change
This dissertation is an analytic Autoethnography that investigates Self-Leadership through the lens of Action Research for the purpose of introducing a new approach, Self-Action Leadership (SAL) through Self-Action Research (SAR). Self-Action Research is a form of Action Research focused on building one’s own personal and professional effectiveness and wellbeing, and Self-Action Leadership refers to an original, comprehensive theory and model of Self-Leadership that utilizes Self-Action Research, and that could potentially be utilized by any self-leader. In this study, personal stories and artifacts are presented as an autoethnographic case study of my journey in developing Self-Leadership, and connections are made to the primary, extant model of Self-Leadership (A Comprehensive Self-Leadership Framework) developed by leading Self-Leadership scholars Neck and Manz (2010). The SAL Theory and Model are presented as nomological constructs derived from an analysis of presented, qualitative data synthesized with relevant literature in multiple fields of inquiry including Self-Leadership and Action Research, and are intended to be applicable to other individuals seeking greater control of their personal development. The accompanying Pedagogy of Personal Leadership represents a basic curriculum template and toolbox that may benefit leaders and educators seeking to practice and teach Self-Leadership theory in nations, states, communities, schools, organizations, neighborhoods, homes, and individual lives.
Key Words: Self-Leadership (S-L), Autoethnography, Action Research (AR), Self-Leadership Efficacy (SLE), Self-Action Research (SAR), Self-Action Leadership (SAL), SAL Theory, SAL Model, Natural Laws of Acquisition (NLA), Self-Leadership Gravity (SLG), Self-Oneness, and Pedagogy of Personal Leadership. For the sake of clarity, key words and phrases will be capitalized throughout this dissertation—an APA style deviation.