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Living Leadership : = Exploring the Leadership Values and Practices of Independent-School Principals in Ontario.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Living Leadership :/
Reminder of title:	Exploring the Leadership Values and Practices of Independent-School Principals in Ontario.
Author:	Malic, Jaime Rose.
Description:	1 online resource (263 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355452280

Living Leadership : = Exploring the Leadership Values and Practices of Independent-School Principals in Ontario.
Malic, Jaime Rose.

Living Leadership :Exploring the Leadership Values and Practices of Independent-School Principals in Ontario. - 1 online resource (263 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The relationship between what leaders do and what they believe is a topic of increasing interest in educational administration. Despite the considerable work already done, gaps in knowledge about leadership practices and values still exist, especially with regard to independent schools. This study explored how seven independent-school principals in Ontario, Canada, understood and talked about their leadership practices and values. It also investigated alignments and tensions between the practices and values espoused by the principals and those of their schools.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355452280Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Living Leadership : = Exploring the Leadership Values and Practices of Independent-School Principals in Ontario.
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100 1 $a Malic, Jaime Rose. $3 1179941
245 1 0 $a Living Leadership : $b Exploring the Leadership Values and Practices of Independent-School Principals in Ontario.
264 0 $c 2017
300 $a 1 online resource (263 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Carol Campbell.
502 $a Thesis (Ph.D.) $c University of Toronto (Canada) $d 2017.
504 $a Includes bibliographical references
520 $a The relationship between what leaders do and what they believe is a topic of increasing interest in educational administration. Despite the considerable work already done, gaps in knowledge about leadership practices and values still exist, especially with regard to independent schools. This study explored how seven independent-school principals in Ontario, Canada, understood and talked about their leadership practices and values. It also investigated alignments and tensions between the practices and values espoused by the principals and those of their schools.
520 $a Data were derived from 60-90 minute interviews, consisting of both semi-structured and open-ended questions, conducted twice with each principal. Previous experiences were found to be influential on the principals' actions and beliefs. Variety and confusion were noted in their remarks about values, and connections were drawn between their knowledge of their schools' values, their thoughts on value alignment, and their roles in shaping their schools' value statements. Values figured prominently in their practice, and tensions between values and practices arose from some of the elements that define independent schools. Using a variety of rhetorical strategies, the principals revealed complexities and paradoxes inherent in their roles.
520 $a This report adds to the limited knowledge base concerning independent-school leadership in Canada, builds on existing research into leadership practices and values, addresses the need to know more about the contexts in which leadership is practised, and contributes to the conversation about leadership preparation and succession planning. Implications for practice include a greater emphasis on reflective practice, stronger support networks, and values-based training for independent-school leaders. Recommendations for further research include exploring the motivations behind leadership values, the language of leadership in different settings, and the values and practices of other constituents in independent schools.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Education policy. $3 1107727
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Leadership, Higher and Adult Education. $3 1179920
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266857 $z click for full text (PQDT)