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“Getting Bruised, Hurting, and Dirty” in School Leadership: Tempering the “Leprosy” of Careerism With a Sense of Calling

“Getting Bruised, Hurting, and Dirty” in School Leadership: Tempering the “Leprosy” of Careerism With a Sense of Calling

Peter P. Grimmett
Copyright: © 2019 |Pages: 25
ISBN13: 9781522558583|ISBN10: 1522558586|ISBN13 Softcover: 9781522587767|EISBN13: 9781522558590
DOI: 10.4018/978-1-5225-5858-3.ch002
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MLA

Grimmett, Peter P. "“Getting Bruised, Hurting, and Dirty” in School Leadership: Tempering the “Leprosy” of Careerism With a Sense of Calling." Predictive Models for School Leadership and Practices, edited by Ismail Hussein Amzat, IGI Global, 2019, pp. 1-25. https://doi.org/10.4018/978-1-5225-5858-3.ch002

APA

Grimmett, P. P. (2019). “Getting Bruised, Hurting, and Dirty” in School Leadership: Tempering the “Leprosy” of Careerism With a Sense of Calling. In I. Amzat (Ed.), Predictive Models for School Leadership and Practices (pp. 1-25). IGI Global. https://doi.org/10.4018/978-1-5225-5858-3.ch002

Chicago

Grimmett, Peter P. "“Getting Bruised, Hurting, and Dirty” in School Leadership: Tempering the “Leprosy” of Careerism With a Sense of Calling." In Predictive Models for School Leadership and Practices, edited by Ismail Hussein Amzat, 1-25. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5858-3.ch002

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Abstract

Two themes, 1) administrative managerialism and 2) human kinship, are used to theorize an effective approach to educational leadership. The first arises from difficulty in Canada recruiting teachers into school administration. The second emphasizes human kinship, where we speak out of our materiality as an earthling. These themes suggest a leadership profile grounded in valuable experience gained in the practice of teaching. The intent of this chapter is to theorize an approach to leadership that emphasizes a sense of calling toward the public good, where school leaders can engage in the action that nurtures a culture encouraging teachers to be responsibly accountable and students to engage in assiduous study. “Careerists” rarely take time to understand the complexities of a symbolic/cultural approach and the author's claim is that we need to select leaders who understand how to infuse the work of teaching with value, meaning, passion, and purpose.