The Moral Imperative of School Leadership

By Philip Cook, Wendy Gallagher. 2005

693 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools (2007, background): “tional leader, or credible moral leader (Deal & Peterson, 1991; Fullan, 2003, 2005; Hallinger & Heck, 1996; Sergiovanni, 1992).”
Learning-Centered Leadership: A Conceptual Foundation (2006, background): “One of these forces was defined in terms of moral agency and social advocacy for youngsters and their families (see Fullan, 2003; Murphy, 1992; Sergiovanni, 1992).”
Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy (2007, background): “Researchers have identified transformational leadership, which is focused on improving the overall culture and organization of a school, as being closely related to clear understandings of vision and mission (Fullan, 2003; Hallinger, 2000, 2003; Hallinger & Heck, 2002; Leithwood & Jantzi, 2000; Murp”
Leadership for learning: a research-based model and taxonomy of behaviors1 (2007, background): “One of the central dynamics of leadership in schools where students flourish is defined in terms of moral agency and advocacy for youngsters and their families (see Murphy, 1992; Sergiovanni, 1992; Fullan, 2003).”