Summary

Relational leadership and responsible leadership are important subjects in the literature, and more attention can be paid to these leadership practices in educational leadership. Most educational leadership studies focus on distributed, instructional, teacher, and transformational leadership using mostly quantitative research. The aim is to explore and describe relational and responsible leadership in the context of educational leadership. Qualitative research methodology such as narrative inquiry is not often used for inquiries into educational leadership studies. Moreover, the scholarship on narrative inquiry as a relational methodology for relational and responsible educational leadership is scant, and there is a need to broaden the discussion to include appropriate the concepts of relational leadership and responsible leadership for educational leadership in a context of relational narrative inquiry. Relational and responsible leadership theories can be appropriated through a relational research methodology using narrative inquiry. These scholarly lenses may add value to school leadership research and to school leaders who wish to transform and change leadership practices, specifically in diverse school communities with challenging and problematic educational landscapes.