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Character in Action: Making the Case for Authentic Instructional Leadership

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Abstract:

Authentic leadership theory compliments and extends sociologist Herbert Spencer’s critique of the “great-man” theory into the field of educational leadership. Authentic leaders are the embodiment of experiences and social factors that have shaped their beliefs. Their self-actualization causes them to behave and lead in ways that are congruent with their values, goals and beliefs. It goes further to claim that the beliefs of an educational leader constitute the guiding principles in decision-making, behaviors and actions relative to the instructional program.
This paper briefly examines the theoretical underpinnings of both the “great man” and authentic leadership theories with respect to recent political events. Then using the descriptors from the literature, I shift the conversation to situate authentic leadership theory in the context of instructional leadership. Through the lens of a female African American administrator, I explore how her experiences and societal factors have influenced her beliefs, and how her identity informs her role as instructional leader, her decision-making, and her ability to persist through challenging times.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378467_index.html
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MLA Citation:

Beard, Karen. "Character in Action: Making the Case for Authentic Instructional Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378467_index.html>

APA Citation:

Beard, K. S. "Character in Action: Making the Case for Authentic Instructional Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378467_index.html

Publication Type: Symposium Paper
Abstract: Authentic leadership theory compliments and extends sociologist Herbert Spencer’s critique of the “great-man” theory into the field of educational leadership. Authentic leaders are the embodiment of experiences and social factors that have shaped their beliefs. Their self-actualization causes them to behave and lead in ways that are congruent with their values, goals and beliefs. It goes further to claim that the beliefs of an educational leader constitute the guiding principles in decision-making, behaviors and actions relative to the instructional program.
This paper briefly examines the theoretical underpinnings of both the “great man” and authentic leadership theories with respect to recent political events. Then using the descriptors from the literature, I shift the conversation to situate authentic leadership theory in the context of instructional leadership. Through the lens of a female African American administrator, I explore how her experiences and societal factors have influenced her beliefs, and how her identity informs her role as instructional leader, her decision-making, and her ability to persist through challenging times.


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