Educational Administration, Department of

 

Date of this Version

7-2005

Document Type

Article

Citation

Journal of Women in Educational Leadership, Vol. 3, No.3-July 2005 ISSN: 1541-6224

Comments

©2003 Pro>Active Publications

Abstract

In Part I of this article, I explain the theory of Primal Leadership and Dissonant Leadership (Goleman, Boyatzis, & McKee, 2002). In Part II, I enunciate the ways in which key No Child Left Behind Act provisions encourage and, in some cases, mandate that schools utilize Dissonant Leadership strategies. In Part III, I explain why the Dissonant Leadership strategies espoused by the No Child Left Behind Act undermine the purported purposes of the statute. In Part IV, I consider the ability of an education statute to mandate or encourage Primal Leadership strategies.

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