Educational Leadership: Key Challenges and Ethical TensionsCambridge University Press, 2007 M01 22 Educational Leadership is a major research book on contemporary leadership challenges for educational leaders. In this groundbreaking new work, educational leaders in schools, including teachers, are provided with ways of analysing and resolving common but complex leadership challenges. Ethical tensions inherent in these challenges are identified; tools for their analysis presented and explained; and clear and practitioner-focused guidelines for ethical decision making, in the form of ten practical steps, recommended. Included in this discussion is a jargon-free description and explanation of ethical theories and principles. Written by a leading researcher in the field, and recipient of the Australian Council for Educational Leadership Gold Medal for excellence, Educational Leadership: Key Challenges and Ethical Tensions is an important book that provides a practical framework for analysing ethical tensions and presenting, explaining, and applying ethical concepts and theories to real-life situations in practitioner language. |
Contents
Section 1 | 21 |
Section 2 | 42 |
Section 3 | 63 |
Section 4 | 74 |
Section 5 | 93 |
Section 6 | 105 |
Section 7 | 116 |
Section 8 | 127 |
Section 9 | 142 |
Common terms and phrases
action addictions analysis areas argued Aristotle Authentic educational leaders authentic learning both/and cational leaders challenge for educational choices collaborative commitment competencies complex consequences contemporary context create critical incident technique critique culture deal decision deontology dialogue difficult dilemmas discussed in chapter distributed leadership double-headed arrow Duignan economic rationalism economic rationalist educational leaders need educational leadership either/or engage especially ethical and moral ethical decision-making example experience facts focus formation programs framework globalisation human ideas for reflection identified individual involved judgement key stakeholders knowledge lead leadership capabilities leadership development leadership presence lives means option organisation outcomes parents participate pedagogy perspective positive practices principal problem processes profes rational relationships requires responsibility school community school principals sense shared and distributed shared leadership skills staff member Starratt suggested teachers teaching and learning tension situation thinking tion tional leaders transform understanding values and ethical vision voluntary redundancy wisdom