ERIC Number: ED439483
Record Type: RIE
Publication Date: 1999-Oct
Leadership Accountability Models: Issues of Policy and Practice.
Wallace, Stephen O.; Sweatt, Owen; Acker-Hocevar, Michele
This paper explores two questions: "What philosophical views of educational leadership will adequately allow us to meet the demands of a rapidly changing world?" and "How should such leadership be assessed?" The article asserts that evaluation of educational leadership needs to break away from the limitations of restrictive models to become creative ventures that are reflective of the dynamic quality of outstanding leadership. It explores ways to reframe perspectives about policies and practices around the assessment of education leadership by reviewing past beliefs and emergent frameworks that shaped ways of thinking about educational leadership. The text proposes an open-systems framework for understanding and assessing educational leadership. It examines three definitions of leadership--the trait approach, the style approach, and the contingency approach--and proposes a different framework, grounded in new leadership approaches/theories, open-systems theory, and learning organizations, so as to equip leaders for the demands of a rapidly changing world. The next section assesses leadership models and highlights the inadequacy of existing models to evaluate educational leadership. The paper concludes that no one model of leadership practice is adequate to serve all contexts since no model can accommodate the diverse contextual realities in which educational leaders must function. (Contains 36 references.) (RJM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Minneapolis, MN, October 1999).