Expanding Educational Leadership Theories through Qualitative Relational Methodologies

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.

Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District

“…The researcher used relational leadership (RL) as a lens through which the CPTD of teachers could be implemented effectively. 40 RL acknowledges the impact of individual teachers working together with their subject advisor. 41 According to Campbell, this collaboration between teachers and their subject advisors draws attention to the importance of healthy relationships among new teachers and their supervisors.…”

“…40 RL acknowledges the impact of individual teachers working together with their subject advisor. 41 According to Campbell, this collaboration between teachers and their subject advisors draws attention to the importance of healthy relationships among new teachers and their supervisors. 42 Many scholars, like García-Moya et al, have argued that RL offers an overarching social influence process through which emergent coordination and change of values, attitudes, behaviors, and ideologies construct a conducive milieu for CPTD.…”