Generative leadership: profile of effective 21st century secondary principals

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dc.contributor.advisorBohac Clarke, Veronika
dc.contributor.authorSmith, Alfred J.
dc.date.accessioned2017-12-18T21:49:02Z
dc.date.available2017-12-18T21:49:02Z
dc.date.issued2009
dc.descriptionBibliography: p. 306-318en
dc.description.abstractAn instrumental qualitative approach was used in this inquiry into the concerns of 21st century secondary school principals who operate within the context of accelerating technological growth, globalization, multiculturalism, political change, education reform, and publicly problematized student underachievement. The research focused on the combination of intelligent roles that effective principals enact to respond to the relentlessly accelerating and intensifying changes and demands that characterize their environment. Research data were collected by means of structured open-ended interviews with six effective urban secondary school principals, in Ontario, Canada. The constant comparison method was used to analyze and compare participants' description of their leadership decision-making and interacting, and to generate archetypal concepts that interpret and explain their ongoing resolving behaviour. The resulting core concept characterizes effective 21st century secondary school leadership as a generative process. Generative leadership entails the enacting of conservative, integrative, adaptive, and transformative intelligent roles in response to the effects of complexity and change. As well, the findings suggest that the prevailing economic and political context, coupled with the technology-mediated transparency and immediacy of demands, generates a moral dilemma for secondary school principals, as it prescribes the ethics and methods of the private sector, which yield expedient, not wholly sustainable improvements. Sustainable improvements require the authenticating, mutually-actualizing and transcendental ethics of moral, servant or transforming leadership. As characterized by the principals in this study, generative leadership represents a philosophy, methodology, praxis, and profile of effective secondary school leadership during times of accelerated complexity and change.
dc.format.extentxi, 321 leaves : ill. ; 30 cm.en
dc.identifier.citationSmith, A. J. (2009). Generative leadership: profile of effective 21st century secondary principals (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/2540en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/2540
dc.identifier.urihttp://hdl.handle.net/1880/103541
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleGenerative leadership: profile of effective 21st century secondary principals
dc.typedoctoral thesis
thesis.degree.disciplineDivision of Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1897 520502067
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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