ABSTRACT
The current interest in, and attention to, leadership appears to be unprecedented in this nation’s history. Not only is the analysis of corporate executive officers’ ‘leadership’ the focus of much of the television and other media coverage, but leadership at all levels is being recognized and publicly applauded: the high school sports team leader, the community’s women volunteer leaders, even 8-year-old cub scouts are singled out and valued for their demonstrated leadership. In this milieu educational leadership has not escaped attention. The surfeit of national commission reports are all clear in their demands for a new view of educational leadership that will solve current problems and bring new visions to address pressing societal concerns both now and for the future. There are those who believe that the role of the school, and of those leading the school, is tied inexorably to the common ‘good’, and that preparing young people to function successfully and to contribute maximally to an improved social order will benefit all citizens.
