ABSTRACT
This chapter initiates a discussion about three related challenges in order to set the stage for developing a global model of intentional leadership in education. The legitimation crisis about the status of theory and research about educational leadership has been endemic since its inception causing increasing tensions in the field. There exists groupings of scholars and researchers in the field who lean toward dominant paradigmatic orientations, what author has identified as traditionalists, progressivists, and postmodernist. There is consensus among scholars and researchers in the field of educational leadership and administration that two models of leadership have dominated the American national scene, instructional and transformational leadership. Transformations in education are being called for from those who are seeking positive avenues to the real global existential conditions of change threatening the survival of all species and the earth. Building a firm foundation on holistic social emotional education trumps instrumental reasoning and intelligence quotient to foster global sensibilities and dispositions in children.
