Abstract
Educational leadership is conceptualised through a relational framework and empirically understood through qualitative relational methodologies such as relational ethics, ethics of care and narrative inquiry. Empirical data from narrative interviews revealed that in many cases where the school principals honed values such as care and relational attributes in their daily leadership practices, learners were more likely to respond to such relational and caring practices, which they witnessed and experienced. It appears that relational methodologies can elicit relational leadership styles, which set caring and supportive examples for both teachers and learners, adding much worth to a favourable educational landscape.
Highlights
This inquiry responds empirically to the research question of how perhaps a relational stance and relational ethics of educational leaders can assist in combating social and educational dilemma in schools
Article description | Descripción del artículo Educational leadership is an important subject in the literature, and more attention can be paid to relational educational leadership practices, in rural schools in South Africa, given the complex contextual challenges of poverty, inequality and socio-economic difficulties, which influence daily activities at schools
The literature on educational leadership dates back many years, dominated by the English-speaking axis of Australia, the United Kingdom, and the USA (Bush, 2018). This is evidenced by Tony Bush (2011) who offered some models of educational leadership including formal, collegial, political, subjective, ambiguity and cultural models
Summary
Expandiendo teorías de liderazgo educativo a través de metodologías relacionales cualitativas Reception date: 22 JANUARY, 2018 / Acceptance date: 22 MARCH, 2018 / Availability online date: SEPTEMBER, 2018 Find this article in http://magisinvestigacioneducacion.javeriana.edu.co/ doi: 10.11144/Javeriana.m11-22.eelt bRiGitte sMit
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