Persistent Difficulties with Values in Educational Administration: Mapping the Terrain

  • Malcolm J. Richmon
Part of the Studies in Educational Leadership book series (SIEL, volume 1)


This chapter examines scholarly work in the area of values and Educational Administration, and maintains that academic inquiry into values has proceeded over the past several decades in the absence of any broadly shared conceptual agreement as to what values actually are or might be. It is argued that this conceptual incoherence hampers practitioners’ efforts to understand the role values might play in their professional lives, and ultimately hinders the development of meaningful reflective practices. To this end, it is suggested that greater clarity is needed with regards to the dimensions of difference which characterize values inquiry. Four key dimensions are proposed and discussed: knowing values, framing values, investigating values, and informing values.


Transformational Leader School Leader Scholarly Work Educational Leadership Theory Movement 
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© Kluwer Academic Publishers 2003

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  • Malcolm J. Richmon

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