Self‐knowledge, capacity and sensitivity: Prerequisites to authentic leadership by school principals
Self‐knowledge, capacity and sensitivity: Prerequisites to authentic leadership by school principals
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自知之明、能力和敏感性：校长真正领导的先决条件
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
P. Begley
中科院分区：
文献类型：
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作者：
P. Begley
研究目的-本文提出校长真正领导的三个先决条件：自我知识，道德推理的能力，和他人的方向的敏感性。设计/方法/途径-一个概念框架，基于对学校校长的评价过程及其对道德困境的战略反应的研究，被用来作为一个实践接地的方法来描述真实的领导和道德素养的收购学校leader.Findings -四个行政决策的动机基础被描述：自我利益/个人偏好，理性共识，理性后果和跨理性伦理/原则。自我认识的实现，能力和对他人的敏感性，可以最好地实现在专业环境中通过个人的反思实践的战略，并持续对话的道德问题和道德困境的教育practice.Practical影响-校长需要有能力区分.
Purpose – The article proposes three prerequisites to authentic leadership by school principals: self‐knowledge, a capacity for moral reasoning, and sensitivity to the orientations of others.Design/methodology/approach – A conceptual framework, based on research on the valuation processes of school principals and their strategic responses to ethical dilemmas, is used as a practice grounded approach to describing authentic leadership and the acquisition of moral literacy by school leaders.Findings – Four motivational bases for administrative decision making are described: self‐interest/personal preferences, rational consensus, rational consequences, and trans‐rational ethics/principles. The achievement of self‐knowledge, capacity and sensitivity to others can be best achieved in professional settings through strategies of personal reflective practice, and sustained dialogue on moral issues and the ethical dilemmas of educational practice.Practical implications – Principals need the capacity to discriminate...