The scholar-practitioner leadership model as presented in this paper refers to an ideal that is delineated in a set of literature that emphasizes a unique paradigm of scholarly practice in educational administration. Specifically, this article focuses on reviewing prior and emerging theoretical perspectives as typifications, or the ideal of the scholar–practitioner educational leader for school administration as defined in a specific regional university doctoral program. Primarily, the synthesis of these sources supporting this theoretical study focuses on the literature presented in this program and centers on, but are not limited to, Foster (1984, 1989), Capper (1998), Horn (2000, 2009), Jenlink (2001, 2006, 2010), Giroux (1992, 1994), Mullen (2003), and Starratt (2001, 2005). Synthesizing the literature, a conceptualization of the scholar-practitioner develops as a school leader who embodies an ability to face the continuously emerging concerns that are the norm in current educational settings. The conclusion is that aspiring to the ideal of the scholar–practitioner will supply school administrators with the theoretical knowledge and practical skills that the 21st century will demand.
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