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Conceptualizing educational leadership: does exploring macro-level facets matters?

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Abstract

The present review attempts to examine the present status of educational leadership highlighting the role of macro-level facets in Asian Pacific context. The conceptualization of educational leadership among researchers so far had been found to vary according to different contexts and situations. Theoretical perspectives associated with educational leadership have either approached the concept from dimensions working outside the school or from dimensions reflecting the personality trait of the principal. There is an urgent need to shift the focus of attention toward understanding educational leadership through an interactive collaboration of these dimensions. Specifically, in school contexts, the phenomenon of educational leadership was explored and theorized from one perspective only, giving less space to have multidisciplinary view, which need to be revived in terms of contexts and associated metaphors of educational leadership. Although the importance of educational leadership has been widely acknowledged, its role still remains unheeded in various sections of education. The purpose of the review, thus, is to gain macro-level insight into this concept which can hopefully answer many aspects of education which are otherwise left unanswered, thereby helping in formulating better educational reforms.

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    Chetan Sinha

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Sinha, C. Conceptualizing educational leadership: does exploring macro-level facets matters?. Asia Pacific Educ. Rev. 14, 141–150 (2013). https://doi.org/10.1007/s12564-012-9239-4

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