Abstract
This article defines and describes the nature of authentic leadership as a particular image of moral leadership in schools. Three prerequisites to authentic leadership by school principals are proposed: self-knowledge, a capacity for moral reasoning, and sensitivity to the orientations of others. A conceptual framework, based on research on the valuation processes of school principals and their strategic responses to ethical dilemmas, is used as a practice-grounded approach to describing authentic leadership by school leaders. Four motivational bases for administrative decision making are described: self-interest/personal preferences, rational consensus, rational consequences, and transrational ethics/principles. The achievement of self-knowledge, capacity, and sensitivity to others can be best achieved in professional settings through strategies of personal reflective practice, and sustained dialog on moral issues and the ethical dilemmas of educational practice. Suggestions for further reading are provided.
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