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Innovative Approaches to Educational Leadership

Selected Cases


Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Chapter One: Relational Leadership and its Implications for Educational Leadership and Practice (John J. Sherlock)


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Relational Leadership AND ITS Implications FOR Educational Leadership AND Practice


The intent of this chapter is to discuss the theoretical and practical understandings of relational leadership and to consider their implications for educational leadership and practice. While there has been general agreement for some time that leadership has a “relational” component (Follett, 1927; Graen & Uhl-Bien, 1995; Hollander & Julian, 1969; Stogdill & Coons, 1957), most of the attention in research and practice until recently has been limited to interactions initiated by designated “leaders” to “followers” (Wood & Dibben, 2015). Additionally, while the relational dimension of leadership has been discussed within educational leadership (Allen, Grigsby, & Peters, 2015; Gronn, 2002; Spillane, Halverson, & Diamond, 2001), it has not been the focus. Relational leadership views “relationship” as the fundamental aspect of leadership (Alvesson & Sveningsson, 2012; Uhl-Bien, 2006). While in her original conceptualization of relational leadership, Uhl-Bien (2006) referred to it as “Relational Leadership Theory” (RLT), her later work on relational leadership (Uhl-Bien & Ospina, 2012) describes relational leadership less of a theory and more of an overarching framework and “umbrella term” for research that “studies leadership as generated in social processes and relationships among people” (p. 573).

What follows begins with a discussion of the core elements of relational leadership. Given space limitations, the review of relational leadership literature is not intended to be exhaustive; rather, it draws heavily on the nearly...

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