Educational Leadership: The Moral ArtThis book shows that educational leadership is not a science but a philosophical activity, a moral art. The central problem of administration is defined as value conflict, and Hodgkinson presents an analysis and theory of value and of conflict resolution. He examines what it means to be a leader and how to cope with the pressures of organizational life. Additionally, he deals with leadership as a human and humane process engaging consciousness and will in a context of values and ethics. |
Contents
Acknowledgments | 1 |
Foreword | 3 |
Preface | 11 |
Education | 13 |
Education is Special | 15 |
The Organization of Education | 29 |
Leadership | 47 |
The Nature of LeadershipAdministration | 49 |
The Central Problem | 69 |
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Common terms and phrases
action adminis administrator's aesthetic analysis authenticity Barnard basic becomes behavior British Civil Service bureaucracy chapter collective commitment concept consciousness consensus context curriculum desirable dialectic dimension economic educa Educational Administration Quarterly educational leadership educational organization effect efficiency emotional ends ethical example executive fact field followership formal function goals Harper and Row hedonic hierarchy Hodgkinson human nature ideological idiographic imperative individual institution interest learning logic logical positivism managerial Matsushita Max Weber maxim means ment metavalue modern monitoring moral art moral complexity motivation nomothetic Organizational Culture Philosophy of Leadership political practice pragmatic praxis principle psychological purpose question rational reality resolution responsibility role scientific Scientific Management seek self-interest sense social structure teacher Theory X things tion tional tive Type I values Type IIa Type IIb ultimate University V₁ value conflict value orientation value problem value theory York