The field of educational leadership is currently in flux and transition. Scholars and practitioners are being compelled to engage concepts and frames of thinking that are substantively different from the traditional paradigm that has served as the foundation for educational leadership for some time. Included in this new way of perceiving educational leadership is critical spirituality. The inclusion of critical spirituality in the leadership conversation will help to provide a space for the engagement of other voices that have been somewhat dissonant to the traditional educational leadership discourse. Therefore, the purpose of this article is to delineate the four components of critical spirituality and propose how each can serve educational leaders to bring about radical democratic reform of schools.
Educational leadership as a capability and process influencing, guiding, coordinating and mobilizing other people who are related to the development of the science of education and the implementation of education and teaching, so that the activities carried out can be more efficient and effective in achieving educational goals and teaching.
Abstract
This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.
