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    Understanding what principals value about leadership, teaching and learning: A philosophical approach

    164048_164048.pdf (91.15Kb)
    Access Status
    Open access
    Authors
    Harris, Melinda
    Cavanagh, Rob
    Reynolds, Peter
    Giddings, Geoff
    Date
    2004
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Harris, Melinda and Cavanagh, Robert and Reynolds, Peter and Giddings, Geoff. 2004. Understanding what principals value about leadership, teaching and learning: A philosophical approach, in Jeffery, Peter L. (ed), School renewal: issues concerning professional responsibility, personal responsibility and pedagogy for improving the lives of students, teachers and school teachers, Symposium of the 2004 Annual Conference of the Australian Association for Research in Education, Nov 28 2004. Melbourne: AARE.
    Source Title
    School renewal: issues concerning professional responsibility, personal responsibility and pedagogy for improving the lives of students, teachers and school leaders
    Source Conference
    2004 Annual Conference of the Australian Association for Research in Education
    Additional URLs
    http://www.aare.edu.au/data/publications/2004/har04442.pdf
    School
    School of Education
    Remarks

    Reproduced with permission of the AARE (Australian Association of Research in Education), http://www.aare.edu.au/.

    URI
    http://hdl.handle.net/20.500.11937/30297
    Collection
    • Curtin Research Publications
    Abstract

    Contemporary views of educational leadership are increasingly focussed on two aspects of the role of school principals - the affective qualities of school leaders and the attention given to pedagogy within the school. Moral and ethical values are seen as important considerations in the leadership role and in the training of school leaders. Understanding the nature of principal value systems including the processes by which particular values develop is an important area of leadership theorising and empirical research. One way forward in this field is to apply a philosophical approach in which value systems are considered as a manifestation of educational philosophy. With regard to leading pedagogy, effective leadership of teacher instruction and student learning is also contingent on the philosophical orientation of the principal. That is, the influence of the principal on the school's pedagogy is dependent on how strongly the principal values this dimension of the leadership role. The authors contend there is a need to investigate exercise of pedagogic leadership within schools from the perspective of philosophic inquiry - to ask questions about the ontology, epistemology and methodology applied by principals as leaders of teaching and learning in the school.

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