Session Information
26 SES 03 A, Educational Leadership in Theory and Pratice
Paper session
Contribution
Over the past two decades faith-based schools have expanded in number, grown in diversity, and become an important part of education systems worldwide (Lawton and Cairns, 2005; Shah, 2006). As a result, a rich research agenda in the field has emerged (Lawton and Cairns, 2005; Striepe and Clarke, 2009). One aspect of this agenda relates to school leadership (Lawton and Cairns, 2005).
The topic of educational leadership has traditionally been conceptualized through secular and Western perspectives (Shah, 2006). As a result, the perspectives of faith-based school leaders is an aspect of educational leadership theory that has been deem tangential by scholars within the field (Grace, 2009). This paper, which arose from a study in Western Australia, portrays how leadership theory has found its way into the cognitive frameworks used by leaders in the school to guide their work and the nature of the leadership theory they have assimilated within these frameworks. More specifically, it indicates how particular models of leadership, including ‘moral leadership’ (Sergiovanni, 1992) and ‘servant-leadership’ (Greenleaf, 1991), has been embraced as an overarching guide within the cognitive frameworks used by the school’s leaders to guide their work. This paper examines two of the three school cases, the Catholic and Islamic school case.
Method
Expected Outcomes
References
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Dantley, M. (2005). Faith-based leadership: Ancient rhythms or new management. International Journal of Qualitative Studies in Education, 18(1), 3-19. Dantley, M. (2008). The 2007 Willower Family Lecture reconstructing leadership: Embracing a spiritual dimension. Leadership and Policy in Schools, 7(4), 451-460. Geertz, C. (1973). The interpretation of cultures: Selected essays. London: Fontana. Grace, G. (2009). Faith school leadership: A neglected sector of in-service education in the United Kingdom. Professional Development in Education, 35(3), 485 - 494. Greenleaf, R.K. (1991). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press. Lawton, D., & Cairns, J. (2005). Faith schools: Some political issues and an agenda for research. In R. Gardner, J. Carins, & D. Lawton (Eds.), Faith schools consensus or conflict? (pp. 242-256). London: RoutledgeFalmer. Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Sergiovanni, T.J. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey-Bass. Shah, S. (2006). Educational leadership: An Islamic perspective. British Educational Research Journal, 32(3), 363-385. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Striepe, M. & Clarke, S. (2009). Faith-based schools in Australia: A fertile setting for research endeavour. Education, Knowledge and Economy, 3(2), 107-119. Sullivan, J, (2006). Faith schools: A culture within a culture in a changing world. In M. de Souza, G. Durka, K. Engebretson, R. Jackson, & A. McGrady (Eds). International handbook of the religious, moral and spiritual dimensions in education (pp. 937-947). Dordrecht, The Netherlands: Springer. West-Burnham, J. (2002). Leadership and spirituality.Think-piece presented at National College for School Leadershp Leading Edge Seminar. Yin, R. L. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
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