Journal of Authentic Leadership in Education (JALE) is a refereed
journal established in January 2010. This journal is published quarterly,
online and in traditional paper format. JALE is a project operated by
Nipissing University Centre for the Study of Leadership and Ethics of
UCEA, which was established centre of the University Council for Educational
Administration Centre for the Study of Leadership and Ethics in 2009.
The journal is housed in the Schulich School of Education, Nipissing University,
Ontario, Canada under the editorship of Ron Wideman and Heather Rintoul.
EDITORIAL OBJECTIVES: Journal of Authentic Leadership
in Education is dedicated to promoting and disseminating a broad
range of scholarly inquiry relating to the areas of values and ethics,
and their relationship to theory and practice in educational administration.
The editor believes that the areas of values and ethics remain a critically
important direction for research into the practice of educational administration,
and is prepared to consider a wide range of disciplined empirical and
conceptual works of interest to both scholars in the field as well as
In recent years such scholarship has increasingly been referred to as
authentic leadership. Authentic leadership is a metaphor for professionally
effective, ethically sound, and consciously reflective practices in educational
administration. This is leadership that is knowledge-based, values informed,
and skilfully executed. Leadership by definition refers to practices that
extend beyond the usual procedural context of organizational management.
Authentic leadership implies a genuine kind of leadership --a hopeful,
open-ended, visionary and creative response to social circumstances, as
opposed to the more traditional dualistic portrayal of management and
leadership practices characteristic of now obsolete research literature
on effective principal practices (Begley 2001).
Moreover, management is often negatively portrayed as mechanistic, relatively
short-sighted, and a precedent focused enterprise. An integrated image
of leadership and management more in keeping with current times is a values-informed
leadership –a form of leadership that acknowledges and accommodates,
in an integrative way, the legitimate needs of individuals, groups, organizations,
communities and cultures –not just the organizational perspectives
that are the usual focus of most leadership literature. It is a perspective
that has in recent years been explored by several other scholars, including
Taylor (1991), Duignan & Bhindi (1997) and Starratt (2004).
The innovative dimension being proposed here is the adoption and application
of a values and valuation process perspective to educational leadership
to make the objectives of administration more understandable, compelling
and achievable. It is in this context authentic leadership is proposed
as the outcome of self-knowledge, sensitivity to the orientations of others,
and a technical sophistication that leads to a synergy of leadership action
(Begley, 2001; 2003).
Begley, P.T. (2001). In pursuit of authentic school leadership practices.
International Journal of Leadership in Education 4, 353-366.
Begley, P.T. (2003). In pursuit of authentic school leadership practices.
In Begley, P.T. and Johansson, O. (eds) The ethical dimensions of school
leadership. pp 1–12. Dordrecht: Kluwer Academic Press.
Duignan, P. and Bhindi, N. (1997). Authentic leadership: An emerging perspective.
Journal of Educational Administration 35, 195-209.
Starratt, R.J. (2004). Ethical leadership. San Francisco, CA: Jossey-Bass.
Taylor, C. (1991). The ethics of authenticity. Cambridge, MA: Harvard
Last updated October, 2011