In physical education teacher education (PETE), we spend our careers preparing future educators to lead with care, clarity, and purpose. But what happens when we are asked to cross the boundary from teacher educator into academic leader? Many of us hesitate—sometimes for good reason. Leadership brings institutional politics, budget pressures, and uncomfortable conversations that don’t exactly appear in our doctoral training.
In a recent conversation on Playing With Research in Health and Physical Education, Kevin Patton (USA), Maura Coulter (Ireland), and Chris North (New Zealand) spoke candidly about their experiences moving into roles such as department chair, associate dean, and deputy head of school. Their insights offer a valuable guide for PETE faculty who may someday be tapped on the shoulder—or nudged—into administrative leadership.
1. Why Step Into Leadership? Motivation, Opportunity, and Reality
All three guests described a mix of hesitation and curiosity when stepping into leadership. Kevin Patton admitted he was reluctant at first, unsure how to navigate budgets, institutional politics, and the loss of his identity as “just faculty.” For Maura Coulter, the shift from a teacher education college into a university created new leadership pathways that simply had not existed before. And Chris North? He didn’t even apply—he was “shoulder tapped” into the role during a turbulent departmental moment.
Their message to PETE colleagues is clear:
Leadership rarely arrives neatly or on your terms. It appears in moments of need, institutional change, or quiet tapping on the shoulder. And the initial discomfort—feeling like an imposter, losing daily contact with students, or entering spaces where your PE attire suddenly feels out of place—is part of the process.
2. Identity, Attire, and the Strange Feeling of Becoming “One of Them”
A memorable metaphor from their study was “changing clothes”—both literally and symbolically. Moving from a gym, a practicum site, or an outdoor setting into a boardroom requires, in many cases, a shift in attire. Maura recalled rushing from practical teaching to a leadership meeting still wearing a hoodie. In hindsight, she wondered whether colleagues judged her readiness or professionalism based on something as superficial as clothing.
But attire was only the surface layer. The deeper issue:
What does it feel like when colleagues begin to see you not as ‘us’ but as ‘them’?
Chris described an abrupt shift in hallway conversations—moving from collegial small talk to advocacy, complaints, and policy questions. Your presence becomes symbolic. You become the conduit between institutional expectations and the people you used to sit beside during faculty meetings.
3. Navigating Boundary Crossings Through Self-Study
The group framed their experiences using Akkerman and Bakker’s mechanisms of boundary crossing—identification, coordination, reflection, and transformation. What made their approach uniquely powerful was the use of self-study methodology, a tool many PETE faculty already use in teaching research but rarely apply to leadership transitions.
Their long-term collaboration became a space to:
Reflect on new identities
Process difficult conversations
Deconstruct institutional politics
Maintain core values of care, reflection, and relational leadership
Avoid feeling isolated in their roles
For PETE faculty stepping into leadership, this offers a path forward:
You don’t have to (and shouldn’t) navigate leadership alone.
Build a peer group—locally or internationally—that allows you to think aloud, challenge assumptions, and see yourself through others’ eyes.
4. Vulnerability Isn’t a Weakness—It’s the Entryway to Growth
One of the most relatable threads was the feeling of vulnerability that accompanies new administrative roles. Risto described entering meetings full of acronyms, unfamiliar faces, and unspoken rules. That “40% confusion rate” is real. But Kevin and Chris noted was:
Nobody enters leadership fully prepared.
Even seasoned administrators quietly admit they don’t understand everything happening around them.
Vulnerability is not something to hide; it’s a shared human experience that makes leadership development possible.
5. Advice for PETE Colleagues on the Edge of Leadership
The trio offered several grounded insights:
You won’t know everything—and you’re not supposed to.
Seek mentors inside and outside your institution.
Protect time for self-care.
Hold onto your core values—they will be tested.
Expect constant change (especially acronyms).
Lead with care first, policy second.
Perhaps most importantly, they reminded listeners:
You don’t need to fear leadership, but you also don’t need to force it.
If your passion remains teaching and research, that is a perfectly valid—and essential—place to stay.
Full article:
Patton, K., Coulter, M., & North, C. (2025). Changing Roles, Changing Clothes: Navigating the Thresholds and Crossing Boundaries into Academic Leadership. Studying Teacher Education, 1–19. https://doi.org/10.1080/17425964.2025.2577622
This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.