The Educative Leadership Project

Duignan, Patrick; Macpherson, R. J. S.

doi:10.1177/174114328701500108

Cited by 16 publications

(3 citation statements)

References 11 publications

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“…Authenticity: an emerging concept A number of very significant writers and theorists (giants) throughout the twentieth century helped prepare fertile ground for the emergence of a focus on the qualitative dimensions of organisational life as well as on the study and practice of leadership, including authentic leadership. The contributions of John Dewey (1859Dewey ( -1920, Max Weber (1864-1920), Mary Parker Follet (1868-1933, Jean-Paul Sartre (1905-1980), Carl Rogers (1902-1987, Kurt Lewin (1890-1947, Abraham Maslow (1908-1970, Martin Heidegger (1889-1976, Lionel Trilling (1905-1975, and Amitai Etzioni (1929-) are especially noteworthy.…”

Section: Jea 522mentioning

confidence: 99%

“…Another book from the 1980s that influenced my thinking about educational leadership was Christopher Hodgkinson's,The Philosophy of Leadership (1983) and its 156 JEA 52,2 key arguments were taken up by a number of educational leadership theorists (e.g. Duignan and Macpherson, 1987, 1989Evers, 1985;Gronn, 1982). Hodgkinson's key contributions were that administration or leadership "is philosophy-in-action and leadership can be understood as the effecting of policy, values, philosophy through collective organisational action " (p. 196).…”

Section: Authenticity In Educational Leadershipmentioning

confidence: 99%

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Authenticity in educational leadership: history, ideal, reality

Duignan

2014

Journal of Educational Administration

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Purpose – The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in educational administration/leadership over a number of decades. Design/methodology/approach – The paper includes the author's reflections on his own journey on the topic as well as an analysis of the contributions of great researchers, theorists and writers since early in the twentieth century but, especially, since the early 1960s. Findings – While there is no coherent body of literature on the development of the concept of authentic leadership, there is a general discernible trend starting with a focus on self (know thyself, to thine own self be true); to considering and defining self in relationships; to accepting that there is a moral force behind notions of self-fulfillment; to recognising that authentic leaders operate in a real post-modern (perhaps post-post modern) world of pressures, paradoxes and ethical challenges. This is often a world of standards, assessment and accountability for performance outcomes. Originality/value – The paper draws on the author's own research journey and legacy on the topic as well as the contributions of “giants in the field” who have continually pushed the envelope when exploring the topic and closely interrelated topics.

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Section: Jea 522mentioning

confidence: 99%

Section: Authenticity In Educational Leadershipmentioning

confidence: 99%

Authenticity in educational leadership: history, ideal, reality

Duignan

2014

Journal of Educational Administration

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“…Therefore, school leaders of today should equip themselves with mental and physical strength in order to face challenging situations throughout their leadership path. In the current era of globalisation, successful school leadership requires new skills, new knowledge and a very high level of commitment (Duignan and Macpherson, 2009; Portin et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Novice head teachers’ isolation and loneliness experiences

Tahir¹,

Thakib

Hamzah

et al. 2016

Educational Management Administration & Leadership

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Most studies in headship focus on the elements of training and head teachers’ capabilities in leading schools. The concept of isolation experienced by head teachers during the early years of their headship is, however, overlooked. This article attempts to explore the neglected aspect of headships’ experiences with isolation that later contributes to the betterment of the headship appointment. This mixed-methods study explores the experience of head teachers’ isolation in the early phase of their leadership years, and presents findings on the strategies used to overcome the isolation. Using an open-ended questionnaire, a total of 170 novice head teachers from Malaysian primary and secondary schools were asked to give their responses on experiences of isolation. Furthermore, 10 novice head teachers, who experienced isolation in the early phase of their leadership years, were interviewed. Findings revealed that the level of isolation among the head teachers was fairly low, and they perceived their isolation experience as temporary.

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Strategic Planning and School Management

Thody¹

1991

School Organisation

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The Educative Leadership Project

Cited by 16 publications

References 11 publications

Authenticity in educational leadership: history, ideal, reality

Authenticity in educational leadership: history, ideal, reality

Novice head teachers’ isolation and loneliness experiences

Strategic Planning and School Management

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