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dc.contributor.authorHarris, Melinda
dc.contributor.authorCavanagh, Rob
dc.contributor.authorReynolds, Peter
dc.contributor.authorGiddings, Geoff
dc.contributor.editorJeffery, Peter L.
dc.date.accessioned2017-01-30T13:18:45Z
dc.date.available2017-01-30T13:18:45Z
dc.date.created2011-08-24T05:52:23Z
dc.date.issued2004
dc.identifier.citationHarris, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/30297
dc.description.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.

dc.publisherAARE Inc.
dc.relation.urihttp://www.aare.edu.au/data/publications/2004/har04442.pdf
dc.titleUnderstanding what principals value about leadership, teaching and learning: A philosophical approach
dc.typeConference Paper
dcterms.source.startPage1
dcterms.source.endPage11
dcterms.source.titleSchool renewal: issues concerning professional responsibility, personal responsibility and pedagogy for improving the lives of students, teachers and school leaders
dcterms.source.seriesAnnual Conference of the Australian Association for Research in Education
dcterms.source.conference2004 Annual Conference of the Australian Association for Research in Education
dcterms.source.conference-start-dateNov 28 2004
dcterms.source.conferencelocationMelbourne, Australia
dcterms.source.placeVictoria, Australia
curtin.note

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

curtin.departmentSchool of Education
curtin.accessStatusOpen access


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