School administration has numerous definitions and theories of leadership that seem useful and visionary primarily to those with pride of authorship. In spite of these theories, leadership is called elusive. Some possible explanations include ambiguity in meaning of critical words, uncertainty about the purpose(s) of theories, an aversion to theories for a single profession, a cultural preference for science over philosophy, disagreement about when to invoke definitions, a concern about the significance of gender variables, and a desire to distance the profession from a history of top-down reliance on authority. A new theory of leadership is presented below.
Get full access to this article
View all access options for this article.
References
1.
Sheive, L. T. & M. B. Shoenheit. (Eds.). 1987. Leadership: Examining the elusive. Alexandria, VA: Association for Supervision and Curriculum Development. Hoy, W.K. & C.G. Miskel.1991. Educational administration: Theory, research. and practice. NY: Random House.
2.
Rost, J.C.1993. Leadership for the twenty-first century. Westport, CN: Praeger Publishers.
3.
Bennis, W.G.1989. On becoming a leader. Reading, MA: Addison-Wesley, p. 1.
4.
Sergiovanni, T.J.1991. The principalship: A reflective practice perspective. Needham Heights, MA: Allyn and Bacon, p. 69.
5.
Hoy & Miskel, op. cit.
6.
Missouri Department of Elementary and Secondary Education.1985. Guidelines for developing discipline policies in Missouri school districts. Jefferson City: Author.
7.
Hoy & Miskel, op. cit, p. 253.
8.
Shakecraft, C.1989. Women in educational administration. Newbury Park, CA: Corwin Press, Inc.
9.
Rost, op. cit., p. 102,145.
10.
Hoyle, J.R. & the AASA Commission on Standards for the Superintendency.1993. Professional standards for the superintendency . Arlington, VA: American Association of School Administrators, p. 3.
11.
Bennis, op. cit.
12.
Patterson, J.L.1993. Leadership for tomorrow's schools. Alexandria, VA: Association for Supervision and Curriculum Development.
