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ERIC Number: EJ1162588
Record Type: Journal
Publication Date: 2017-Dec
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1532-0723
The Impact of Spirituality on School Leadership
Zaharris, Mary; Sims, Paul; Safer, Louis; Hendricks, Arthur; Sekulich, Kim; Glasgow, Denise
Education Leadership Review, v18 n1 p81-95 Dec 2017
This qualitative study examined the practices and perceptions of six school leaders through the lens of exemplary leadership and spiritual leadership practices. Literature abounds in the field of exemplary leadership practices but spiritual leadership is traditionally overlooked as a credible topic of scholarly research because of its assumed nexus with religion. The irony is that great leaders in history are not remembered for what they accomplished, but rather for the spiritual core of values they imparted to their followers: fairness, kindness, trust, respect, honesty and integrity. The findings of the study revealed clear consistency between this spiritual core of values and the practice of exemplary leadership. The study contends that by viewing spiritual leadership as a holistic practice that transcends denominational doctrine, the achievement of results is solidly built upon the universally accepted spiritual values of hope, faith, altruistic love and caring for the well-being of the human spirit. By 2025, millennials will represent two-thirds of the global work force (Pew Research Center, 2016). Further implications point to the importance of acknowledging the millennial generation's need to have greater work/life balance, meaning and purpose to their work if school districts hope to retain and attract a talented pool of school leaders.
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Leadership Practices Inventory
Grant or Contract Numbers: N/A