Show Summary Details

Page of

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 01 December 2020

Theories of Educational Leadershiplocked

  • Gabriele LakomskiGabriele LakomskiUniversity of Melbourne
  •  and Colin W. EversColin W. EversUNSW Sydney

Summary

From its beginnings in the 1940s, leadership research has been conducted as a scientific activity, with the aim of discovering the essence of leadership that, once found, would provide social–organizational benefits. However, no essence has been discovered, and research continues undeterred. Leadership theories old and new rely on the conception of science, known as logical empiricism, to support their claims. The identification of logical empiricism with science, however, is a mistake as empiricism is no longer considered valid, a mistake perpetuated in contemporary education leadership theories that present their accounts as alternatives to science. A better account of science, “naturalistic coherentism,” is able to advance the theory and practice of education leadership by growing knowledge, not by denying it.

You do not currently have access to this article

Login

Please login to access the full content.

Subscribe

Access to the full content requires a subscription