Abstract

On the high sea of spirituality. Antecedents and Determinants of discernment among school leaders in India

Highlights

  • How to discern the good in organisations such as schools? Which road leads towards the good? According to Waaijman (2002:483-514), discerning the good is the compass on the high sea of lived spirituality

  • What understanding do school leaders have of discernment? In order to measure discernment, we presented 12 statements to our respondents: two statements per element that we distinguished in discernment

  • We presented a model of lived spirituality based on spiritual traits, capital, experiences, and discernment (TCED model)

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Summary

INTRODUCTION

How to discern the good in organisations such as schools? Which road leads towards the good? According to Waaijman (2002:483-514), discerning the good is the compass on the high sea of lived spirituality. To discern the good on the high sea of everyday life is the task of school leaders. Discerning the good is the core task of leadership in schools: not of school heads, and of all professionals in schools It makes schools the most important democratic institution of the state: the quality of our schools in terms of good education is crucial for the quality of the future of society. This mission gives educational leadership a normative and spiritual quality. Discerning the good is influenced by spiritual traits, spiritual capital and spiritual experience (Hermans & Koerts 2013:207-210).1

LIVED SPIRITUALITY
Spiritual discernment
Intervision
Decision
Spiritual character traits
Spiritual capital
Spiritual experiences
Mystical experiences
Extra-ordinary experiences
Research questions
Sample and data collection
Measuring instruments
First research question
Second research question
Third research question
CONCLUSION AND DISCUSSION
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