This study advances a theory of action for educational leaders based on a paradigm of critical leadership principles and critical leadership pedagogy that defines a strategic view of leadership for equity and social justice. The study examined educational leaders' perceptions of their values and practices for equity and social justice through this paradigm. It offers a Leadership for Equity Praxis Model based on key findings from a statewide educational leadership initiative. The study was a cross-sectional design that engaged a number of participants from a variety of school, district, higher education, and statewide leadership roles. The research design of this study was a mixed methods study that employed a survey questionnaire administered through a web-based survey protocol. The survey instrument measured elements of leadership values, practices and praxis (reflection in action). Quantitative findings suggest that values and practices were generally consistent; however, some data hinted a slight incongruence between leader values and how those values were demonstrated in the practice of leaders. Qualitative findings showed that participants had strongly expressed values that were generally applied within schools and districts, and to a lesser degree externally within the larger communities. Finally, the relationships among these variables were analyzed to better understand leadership praxis. Findings suggest that the relationship among efficacy and reflection in action engenders equitable practice ranging from novice to more sophisticated praxis.
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 69/07, Dissertation Abstracts International|
|Keywords:||Critical theory, Educational leadership, Equity, Leadership development, Social justice|
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