Starting with a question most readers will take for granted, the author encourages a deep reflection on the nature, function, and purpose of schools. This reading also encourages an open-minded and cross-cultural understanding of how schools serve differential purposes depending on context. Schools have changed over time, and are different in each country. Educators need to contemplate their philosophies so that they can better understand the mission, vision, and guiding purpose of their own institutions. The author uses anecdotes to show how pedagogical practices can and should be aligned with Biblical principles, and Biblical principles should also guide the shape and form of curricular content. A Christian perspective rounds out the discussion in this reading. So much of what modern schools are based on extends from Christian ethics and virtues: the notion that schools are community-based organizations designed to inculcate pro-social values. Schools are not just about teaching facts but about helping children develop social skills. The author refers to the Christian principle of nurturing students, of compassionately providing them with the spiritual and moral tools they need to contribute to society and reach their highest potential. I appreciate this perspective as an educational leader.

The author takes a strong stance for moral righteousness, something that has long been absent in educational leadership. In a postmodern zeitgeist that embraces moral relativism, it can seem like swimming against the current to shift back to strong virtues and ethics. Yet it is not impossible to do so. By creating an ideal organizational culture in schools, teachers can embed Biblical spiritual ethics into leadership practices, pedagogy, and organizational culture.

“The Context of Educational Leadership”

In this article, the author begins by placing contemporary educational policy within a historical perspective. Educational leadership needs a macro-level perspective, one that recognizes how the role and function of schools has changed and why. Educational institutions as we know them now are products of social, political, and economic systems. When the macro-level systems change and evolve, so too do schools. Schools are not isolated; they are co-created and co-constructed in the society alongside prevailing social and political norms. Likewise, when values, worldviews, and social norms change, schools and pedagogical practices change. The authors show how both curricular content and pedagogical practices are responsive to sociological change.

Education reform is the crux of this chapter. The impetus for education reform includes the need to adapt to a global society, taking into account diversity and shifting attitudes and paradigms. A Christian perspective on education enables the flexibility and broad-mindedness critical for successful education reform. When curriculum changes, it should change in ways that reflect a deeper understanding of spiritual values and ethics.

Moreover, a Christian perspective highlights the need for a community-based and politically minded attitude towards education, one that recognizes that socio-economic class variables impact student achievement. It is important for teachers to keep in mind the needs of their students, not just for mastering course content, but for developing social and psychological skills too. The Christian perspective also does not preclude the use of metrics and quantitative data, as provided here in this chapter. Rather, the Christian perspective is perfectly aligned with the principles of evidence-based practice.

“Embracing Confusion”

This article by Jentz & Murphy is unique in that is asks readers to embrace confusion and uncertainty. Most leaders are uncomfortable with the idea that they might not know all the answers or can come up with all the best solutions. In short, leaders have been trained to eschew any semblance of weakness. The society we live in teaches us to fear uncertainty, but the authors suggest that embracing uncertainty can become a tremendous source of strength. The Reflective Inquiry and Action process is the best way educational leaders can learn not...

The lost leader is someone who does not have the courage to admit what they do not know. A strong educational leader, on the other hand, embraces uncertainty and is unafraid to ask for help. The essence of strong educational leadership is found within a collaborative model and transformational leadership. In this article, Jentz & Murphy focus on a particular method called Reflective Inquiry and Action (RIA), which is a five-step process leaders can use to overcome the challenges and potential barriers posed by uncertainty.
When leaders enlist the assistance of others in their team, they empower the entire organization. A collaborative leadership style belies the strength it requires for a leader to exhibit humility—a core Christian trait that proves highly effective in any organizational setting or institution. Hiding and other avoidance problems evoke mistrust, whereas effective leaders embrace their confusion, structure interactions that will help the entire group reach a desired solution, and promote a culture of integrity.

“The Impact of Personal Values on an Organization’s Decision Outcomes”

This chapter is about one of the most critical issues in educational leadership: values. What is interesting about this chapter is that the authors show how only recently have values, morals, and ethics been incorporated into educational leadership development programs. Organizational, managerial, and other theories are crucial for sure, but they are essentially meaningless, groundless, and unfocused without the overarching moral framework. Now, educators and educational leaders know about the importance of self-awareness, embedding values and ethics into their educational leadership strategies, leadership styles, and organizational culture. As the authors point out, values are what motivate specific behaviors. Understanding overarching values helps all team members get on the same page, avoid conflict, and come up with viable solutions.

When reflecting on personal leadership styles, it is critical to develop self-awareness. I need to consider my own values and how they guide my behavior. School administrators are under a lot of pressure to respond to various and disparate voices and stakeholders. However, orienting oneself to a Christian perspective helps unify all the different elements of being a leader under one rubric. There is only one guiding set of principles ensconced in the gospel. Through a singular, focused ethical perspective, the educational leader is far more capable of reaching consensus, resolving conflict, and carving a new path forward in the midst of change.

An educational leader is responsible for creating the optimal organizational culture for teachers. The organizational culture is what establishes norms of behavior and standards of communication. Students look up to teachers for moral guidance, and teachers are their role models. As such, teachers need to be socialized into an organizational culture that is based on spiritual principles.

“The Socially Intelligent Leader”

This chapter is about the importance of social intelligence to leadership, particularly in the field of education. The author refers to recent research on mirror neurons and emotional contagion, which offer biological proof of empathy. Socially intelligent teachers can tune into their students, allowing for greater self-awareness, self-monitoring, and also greater ability to understand and anticipate the needs of others. The author also provides a case study on a pilot project implemented in New York City Public Schools, and outlines a different set of major leadership styles like affiliative and commanding. The leadership styles that are most detrimental to inspiring and motivating others are the commanding style and the pacesetting style, which entails pushing people and being reticent about praise.

It is refreshing to read about the scientific evidence that substantiates what many educators already know intuitively: that we are…