Location of Repository

Moral leadership: the leadership of the future. An exploratory study in a Bahá'í-inspired faith school.

By Adrian John Davis

Abstract

This thesis is an exploratory qualitative study of the relationship between the theory and practice of moral leadership in the educational administration of a Faith school. In particular, the study critically investigated the understanding and perceptions of moral leadership through a field exploration of the cultural world of a single Bahá'í-inspired school over a\ud period of one academic year. The main lens through which this cultural world was viewed\ud was the Principal of the School, although his perspective was compared to and contrasted with the perceptions of selected School Foundation members, teachers, parents, and students. The study highlights the claims to moral governance that a relatively newly revealed religion\ud promises in the light of the spiritual and ethical teachings of the Bahá'í Faith and the\ud opportunities accruing from them while throwing into dramatic relief the challenges that are posed in the manifestation of such idealized claims. Such claims include the thesis that all true leadership is moral leadership, and that any person claiming to be a leader must be a moral leader first; secondly, that moral leadership implies shared leadership characterized by the use of a team management approach. While challenges to the achievement of the faithdriven mission of the School certainly existed, such as institutional dissonance, these were found to be overcome by the distributed presence of moral capital that in turn was available due to the existence of what is termed spiritual capital amongst the staff as a result of access to a body of revelatory writings. Such scripture generated a powerful force inspiring levels\ud of enthusiasm, commitment, and sacrifice that would be the envy of any organization.\ud Implications and recommendations congruent to the ethical spirit of the Bahá'í Faith are\ud made, such as team management and the Faith-inspired decision-making and conflict-resolution method of consultation

Publisher: University of Leicester
Year: 2008
OAI identifier: oai:lra.le.ac.uk:2381/4149

Suggested articles

Preview

Citations

  1. (2001a) Leadership: What’s in it for schools?
  2. (2001b) The Principalship: A Reflective Practice Perspective.
  3. (1988). A century’s quest for a knowledge base.
  4. (1999). A Century’s Quest to Understand School leadership.
  5. (1957). A Theory of Cognitive Dissonance.
  6. (1971). A Theory of Justice.
  7. (1985). A Treatise of Human Nature.
  8. (1982). Administering Education in Loosely Coupled Schools.
  9. (1997). Administrative Behaviour: A Study of Decision-making Processes in Administrative Organizations.
  10. (1996). Administrative Philosophy: Values and Motivations in Administrative Life.
  11. (1984). After Virtue: A Study
  12. (2004). An Analysis of Principals’ Ethical Decision Making Using Rest’s Four Component Model of Moral Behavior.
  13. (1978). Anthropological research: the structure of inquiry. nd ed.) Cambridge:
  14. (1936). Are American teachers free? An analysis of restraints in American schools.
  15. (1977). Attribution in social interaction.
  16. (1993). Bahá’í Scholarship - Statements from the World Centre by The Universal House of Justice. Published in Bahá’í Studies Review 3:2, Association for Bahá’í Studies of English-Speaking Europe,
  17. (1992). Biographical research: searching for meaning.’ In:
  18. (1994). Building an Ethical School: A Practical Response to the Moral Crisis in Schools. London:
  19. (1991). Building an Ethical School: A theory for practice in educational leadership.
  20. (1984). Case study research: Design and methods.
  21. (1984). Case Study. In: J.Bell, T.Bush, A.Fox, J.Goodey and S.Goulding (eds)
  22. (2000). Catholic School Leadership: An Invitation to Lead.
  23. (1993). Catholic schools and the common good.
  24. (2000). Catholic schools: mission, markets, and morality.
  25. (1986). Chapman; Thousand Oaks, Calif.; New Delhi: Sage
  26. (1950). Childhood and Society.
  27. (1972). Christian education: A Contradiction in Terms? In:
  28. (1990). Classroom Ethnography.
  29. (1992). Collaborative autobiography and the teacher’s voice. In: I.F. Goodson (Ed.) Studying Teachers’ Lives.
  30. (1979). Communication and the evolution of society. Translated and with an introduction by Thomas McCarthy.
  31. (1983). Concepts of culture and organizational analysis.
  32. (1993). Contemporary school administration: an introduction.
  33. (1981). Conversational Inference and Classroom Learning.
  34. (1993). Credibility.
  35. (1987). Critical Social Science: Liberation and its Limits.
  36. (1987). Culture and Power in Educational Organizations.
  37. (1994). Cultures and organizations: software of the mind.
  38. (1972). Decisional participation and teacher satisfaction.
  39. (1974). Decisionmaking: Decisions Made by Individuals vs. Those Made by Group Consensus or Group Participation. In:
  40. (1987). Democracy and pragmatism in curriculum development.
  41. (2003). Developing Cross-Cultural Perspectives on Education and Community.
  42. (2000). Doing Educational Administration: A Theory of Administrative Practice.
  43. (1987). Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions.
  44. (1993). Education and Meaning: Philosophy in Practice.
  45. (1971). Education Cannot Compensate for Society.
  46. (1989). Education managers: Paradigms lost.
  47. (1983). Educational Administration and the Management of Knowledge.
  48. (1999). Educational Administration, Leadership and Management: Towards a research agenda.
  49. (1996). Educational Administration: Concepts and Practices.
  50. (1992). Educational governance and administration. (5 th ed.)
  51. (1991). Educational Leadership: The Moral Art.
  52. (2004). Educational management: Major themes in education.
  53. (1976). Educational organizations as loosely coupled systems.
  54. (1984). Effective and typical schools: How different are they? Paper presented at the Annual Meeting of the American Educational Research Association,
  55. (1998). Encyclopedia of Management.
  56. (1997). Ethical Administration: An Oxymoron?
  57. (2001). Ethical leadership and decision-making in education: applying theoretical perspectives to complex dilemmas. Mahwah, N.J.; London: Lawrence Erlbaum Associates.
  58. (2003). Ethical leadership for school administrators and teachers.
  59. (2004). Ethical leadership.
  60. (1997). Ethical School Leadership: Problems of an Elusive Role.
  61. (1994). Ethics in Educational Leadership Programs: An Expanding Role. Thousand Oaks,
  62. (1988). Ethnographic Research Methods.
  63. (1993). Ethnography and qualitative design in educational research. (2 nd ed.) San Diego:
  64. (1989). Ethnography step by step.
  65. (1983). Ethnography: Principles in Practice.
  66. (1996). Exploring Educational Administration: Coherentist Applications and Critical Debates.
  67. (1998). Exploring the Principal’s Contribution to School Effectiveness. In: H. Tomlinson (Ed.)
  68. (1979). Fifteen thousand hours: secondary schools and their effects on children.
  69. (1994). Focus Groups. (2 nd ed.) Thousand Oaks:
  70. (1989). Fourth generation evaluation.
  71. (1978). Gleanings from the writings of Bahâ’u’lláh.
  72. (1994). Greenfield’s Humane Science. In:
  73. (2001). Grounding Knowledge of Schools in Stakeholder Realities. In: H. Tomlinson (Ed.)
  74. (1966). Human perspective in sociology. Englewood Cliffs,
  75. (1975). Implicit leadership theory as a determinant of the factor structure underlying supervisory behavior scales.
  76. (2004). In Pursuit of Authentic School Leadership Practices. In:
  77. (1976). Increasing Leadership Effectiveness.
  78. (1997). Innovative school principals and restructuring: life history portraits of successful managers of change.
  79. (1993). Interpreting qualitative data.
  80. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks:
  81. (1980). Justification and the psychology of human reasoning.
  82. (1983). Kitab-I-Iqan. Wilmette: Bahá’í Publishing Trust Bahâ’u’lláh
  83. (1991). Knowing Educational Administration:
  84. (2002). Kudzu, rabbit, and school reform.’ In:
  85. (1984). Leaders and schools: Wilfulness and nonnatural order in organizations.
  86. (1985). Leaders: Their Strategies for Taking Charge.
  87. (1984). Leadership and excellence in schooling.
  88. (1974). Leadership and organizational excitement.
  89. (1985). Leadership and performance beyond expectations.
  90. (1995). Leadership as an organizational quality.
  91. (1998). Leadership as Pedagogy, Capital Development and School Effectiveness. In: H. Tomlinson (Ed.)
  92. (1984). Leadership as reflection-in-action.
  93. (1957). Leadership in Administration.
  94. (1990). Leadership is an Art.
  95. (1980). Leadership styles and job satisfaction in primary schools. In:
  96. (2001). Leading in a Culture of Change.
  97. (2000). Leading professional development in education. London; N.Y.: RoutledgeFalmer in association with Open
  98. (1994). Learning organizations: A critical review.
  99. (1976). Legitimation Crisis.
  100. (1983). Lights of Guidance: A Bahá'í Reference File. Bahá'í Publishing Trust,
  101. (1988). Managerial lives in transition.
  102. (1985). Materialist pragmatism and sociology of education. In:
  103. (1987). Micropolitics of educational organizations. In: A. Westoby (Ed.) Culture and Power
  104. (1986). Moral development: Advances in research and theory.
  105. (1974). Moral Education in a Secular Society. London:
  106. (2005). Moral Leadership: Shifting the Management Paradigm. In: F.W. English (Ed.) The Sage handbook of educational leadership: advances in theory, research, and practice. Thousand Oaks,
  107. (1996). Moral leadership. Getting to the heart of school improvement.
  108. (1993). Moral Leadership. Originally published as Liderazgo Moral, Universidad Nur,
  109. (2002). Moral Purpose Writ Large. In: The School Administrator,
  110. (1987). Motivation and personality.
  111. (2001). Multiple perspectives on values and ethical leadership.
  112. (1985). Naturalistic inquiry.
  113. (1999). New Research Paradigm for Understanding (and Improving) Twenty-First Century Schooling. In:
  114. (1967). Observation and interviewing. In
  115. (1973). Observations on teaching as work. In: R.M. Travers (Ed.) Second handbook of research on teaching.
  116. (1989). On Becoming a Leader.
  117. (1993). On knowing: Cultural and critical approaches to educational administration.
  118. (1990). On Leadership.
  119. (1973). On the psychology of prediction.
  120. (1978). Organisational Learning: A Theory of Action Perspective. Menlo Park:
  121. (1988). Organization
  122. (1967). Organizations in Action: Social Science Bases of Administrative Theory.
  123. (1986). Paradigms and Promises. New Approaches to Educational Administration.
  124. (1979). Participation in School Decision Making. In:
  125. (1972). Pedagogy of the Oppressed.
  126. (1971). Perceiving the Causes of Success and Failure.
  127. (1992). Personal and interpersonal aspects of effective team-oriented headship in the primary school.
  128. (1976). Pilgrim’s progress: Toward a social history of the school superintendency, 1860-1960. In:
  129. (1987). Primary school headteachers and collegiality.
  130. (1991). Principal instructional leadership and school achievement: The application of discriminant techniques.
  131. (1994). Principals’ coordinating strategies and school effectiveness. In:
  132. (1903). Principia Ethica. London:
  133. (2003). Principled Principals? Values-Driven Leadership:
  134. (2005). Principles of Bahá'í Administration.
  135. (1982). Prudent aspirations of social inquiry. In: W. Kruskal (Ed.) The social sciences: Their nature and lines
  136. (1974). Psychology as philosophy. In:
  137. (1950). Public administration.
  138. (1987). Public and Private High Schools: The Impacts of Communities.
  139. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks:
  140. (1990). Qualitative evaluation and research methods (2 nd ed.)
  141. (1983). Qualitative methodology.
  142. (1992). Qualitative research for education: An introduction to theory and methods.
  143. (1995). Qualitative Research Methods for the Social Sciences. (2 nd ed.)
  144. (2000). Quality human resource leadership: a principal’s handbook.
  145. (1992). Questionnaire Design, Interviewing and Attitude Measurement.
  146. (1991). Re-forming and Re-valuing Educational Administration:
  147. (1996). Reassessing the principal’s role in school effectiveness: a review of empirical research,
  148. (1986). Reliability and Validity in Qualitative Research.
  149. (1994). Research methods in anthropology: Qualitative and quantitative methods. (2 nd ed.) Thousand Oaks:
  150. (1996). Ridvan Messages of the Universal House of Justice, Ridvan 153. Bahá’í International Community:
  151. (1991). Scholarship in the Bahá’í Community.
  152. (1993). School context, principal leadership, and achievement: The case of secondary schools in Singapore. In: The Urban Review,
  153. (1972). School headship in transition.
  154. (1988). School Matters: The Junior Years. Wells:
  155. (1978). Selections from the Writings of `Abdu’l-Bahá. Haifa: Bahá’í World Centre.
  156. (1991). Servant-leadership: a journey into the nature of legitimate power and greatness.
  157. (1934). Social Forces: Attitudes vs.
  158. (1980). Social Intelligence.
  159. (1987). Some Answered Questions.
  160. (2004). Spirituality and ethics in management.
  161. (1996). Staff development and instructional improvement.
  162. (1993). Stewardship: Choosing Service Over Self Interest.
  163. (1988). Tablets of Bahâ’u’lláh.
  164. (1983). Talk as the work: The accomplishment of school administration.
  165. (1995). Talking Heads: voices of experience; an investigation into primary headship in the 1990s. Cambridge:
  166. (1985). Teacher careers: crises and continuities.
  167. (1997). Teachers in trouble: An exploration of the normative character of teaching. Toronto:
  168. (1991). Teachers’ lives and educational research.
  169. (1997). The Case for Leaderless Schools. In:
  170. (1989). The Catholic School Principal: An Outline for Action (Revised).
  171. (1992). The challenge to care in schools: An alternative approach to education.
  172. (1981). The changing conception and practice of public school administration.
  173. (1992). The changing roles of principals in primary and secondary schools in Belgium. In:
  174. (1984). The Constitution of Society: Outline of the Theory of Structuration.
  175. (2005). The Contagious Leader: Impact of the Leader's Mood on the Mood of Group Members, Group Affective Tone, and Group Processes.
  176. (1973). The contingency model and the dynamics of the leadership process. In:
  177. (1993). The Culture of Catholic Schools.
  178. (1987). The decline and fall of science in educational administration.
  179. (1967). The discovery of grounded theory.
  180. (1988). The empowerment process: Integrating theory and practice.
  181. (2006). The End of Faith: Religion, Terror, and the Future of Reason.
  182. (2001). The ethics of educational leadership. Upper Saddle River,
  183. (1998). The ethics of school administration.
  184. (1979). The ethnographic interview.
  185. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders.
  186. (2003). The Field of Educational Leadership: Studying maps and mapping studies.’
  187. (1994). The fifth discipline field book: Strategies and tools for building a learning organization.
  188. (1990). The fifth discipline: The art and practice of the learning organization.
  189. (1981). The Framing of Decisions and the Psychology of Choice.
  190. (1938). The Functions of the Executive.
  191. (1961). The Future of an Illusion.
  192. (1960). The human side of enterprise.
  193. (1973). The Interpretation of Cultures.
  194. (1987). The leadership challenge.
  195. (1988). The long interview.
  196. (1973). The Man in the Principal's Office: An Ethnography.
  197. (1987). The Micro-politics of Schools: Towards a Theory of School Organization.
  198. (1995). The micropolitics of educational leadership: from control to empowerment.
  199. (2003). The Moral Imperative of School Leadership.
  200. (1932). The Moral Judgment of the Child. London: Kegan Paul, Trench, Trubner and Co.
  201. (1993). The Moral Life of Schools.
  202. (1973). The Nature of Managerial Work.
  203. (1945). The Open Society and Its Enemies.
  204. (1987). The organisational structure of the school. In: A. Westoby (Ed.)
  205. (1983). The Philosophy of Leadership.
  206. (1981). The philosophy of moral development: moral stages and the idea of justice, volume 1.
  207. (1991). The principal’s role in shaping school culture.
  208. (1992). The principalship in an era of transformation.
  209. (1982). The Promulgation of Universal Peace.
  210. (1972). The psychology of imprisonment: privation, power and pathology.
  211. (1994). The Psychology of Spirituality.
  212. (1989). The Reality of School Management.
  213. (1983). The reflective practitioner: How professionals think in action.
  214. (1994). The Rise and Fall of Strategic Planning.
  215. (1978). The role of the primary head.’ In
  216. (1987). The role of the primary school head. In:
  217. (2005). The Sage handbook of educational leadership: advances in theory, research, and practice. Thousand Oaks,
  218. (1990). The Secret of Divine Civilization.
  219. (1989). The Seven Habits of Highly Effective People.
  220. (1978). The Seven Valleys and the Four Valleys.
  221. (1973). The Teacher, the School and Task of Management.
  222. (1984). The theory of communicative action. Translated by Thomas McCarthy. Vol.1, Reason and the rationalization of society.
  223. (1987). The Underlying Theory: Drawn from Experiences with Individuals and Groups. In: Counseling and Values,
  224. (1977). The use of ethnographic techniques in educational research.
  225. (1975). Theory about organization: A new perspective and its implications for schools.
  226. (1981). Theory Z: How American Business Can Meet the Japanese Challenge.
  227. (1986). Theory, politics and experiment in educational research methodology.
  228. (2003). Towards a Conceptual Framework for Leadership Inquiry. Educational Management and Administration,
  229. (1984). Towards a Critical Practice of Educational Administration.
  230. (1978). Towards a Philosophy of Administration.
  231. (1988). Training for School Management: Lessons from the American Experience.
  232. (1984). Transformative Power
  233. (2002). Trust in schools.
  234. (1991). Trustworthiness," The Compilation of Compilations, Volume II, Bahá'í
  235. (1992). Understanding and validity in qualitative research.
  236. Universal House of Justice (1994a) A statement on Schools owned by Bahá’ís and "Bahá’í schools",
  237. Universal House of Justice (1994b) Promoting Entry by Troops. Bahá’í International Community:
  238. Universal House of Justice (1995a) Scholarship by Bahâ’u’lláh, Abdu'l-Bahá, Shoghi Effendi and Universal House of Justice.
  239. (1990). Value-Added Leadership.
  240. (1985). What do primary school heads actually do all day? In:
  241. (1983). What school administrators do and don’t do: Implications for effective schools.
  242. (1994). Why Greenfield? The Relevance of T.B. Greenfield’s Theories to Catholic Education.
  243. (1990). Writing up Qualitative research.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.