Abstract
A practice-grounded and research-validated reinterpretation is presented of the ways in which values and ethics influence administrative practices in schools. The basic proposition is that acquiring administrative sophistication is a function of understanding the influence of personal values on the actions of individuals and the influence of values on organizational and social practices. A values perspective is used to link theory and practice with the objective of promoting authentic leadership and democracy in schools. The perennial challenges of leadership are discussed together with the special circumstances of our times. The following are then proposed: the pursuit of personal sophistication, sensitivity to others, and the promotion of reflective professional practice. Examples of findings from recent research that demonstrate the utility and relevance of values and valuation processes as guides to educational leadership are presented. These findings are used to reinterpret key values theories in ways that increase their relevance to school leadership practices. Specifically, the values typology of Hodgkinson is reconceptualized and informed by the accumulated findings of research on administrative valuation processes in schools conducted since 1988. This reconceptualization of theory also reflects efforts to integrate cognitive theory perspectives, together with experiences working with groups of school administrators in Canada, Barbados, Sweden, Australia, and Russia.
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Begley, P.T. (2003). In Pursuit of Authentic School Leadership Practices. In: Begley, P.T., Johansson, O. (eds) The Ethical Dimensions of School Leadership. Studies in Educational Leadership, vol 1. Springer, Dordrecht. https://doi.org/10.1007/0-306-48203-7_1
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DOI: https://doi.org/10.1007/0-306-48203-7_1
Publisher Name: Springer, Dordrecht
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