School Leadership in The 21st Century

Abstract

This chapter examines some of the shortcomings of undue reliance on rational and technical approaches to educational leadership. The author acknowledges the concern expressed by some scholars that traditional approaches risk cooptation by a social justice agenda, but maintains that unless we expand the base of legitimate concerns for educational administration and leadership, we will lack vitality, viability, and credibility. Hence, the chapter argues for a broader base of praxis for a careful and thoughtful consideration of the why—the moral purposes of educational leadership and the who, what, where, and when of education. She concludes by offering as a basis for how, the concepts of relationships, dialogue, and transformation.