Ethical and educative leadership to improve the quality of learning: Revising a pioneering theory using pragmatic holism

Abstract

The purpose of this theoretical paper is to report formative evaluation of a constructivist theory of educative leadership for quality learning pioneered three decades ago and to propose a revised theory mindful of recent research. The methodology comprises a review of the findings of practical research originally commissioned by three state school systems in Australia and more recent international research into initial teacher education, professional development and school leadership, as well as meta-analyses of the impact of teaching and learning strategies on student achievement. The findings identify the moral philosophies and potential practical contributions of relevant theories of school leadership. Discussion then develops a fresh methodology for educative leaders intending to improve the quality of learning in unique educational settings. A non-foundational epistemology of pragmatic holism is recommended to develop a web-of-belief with internal and external coherence and an appropriate ethical framework. A theoretical implication drawn is that ethical and educative leadership for quality learning can legitimately incorporate a range of ethics. A practical implication is that pragmatic holism is suitable for follow-up research and practice in school leadership because it has the capacity to accommodate appropriate ethical perspectives to assist with situational analysis and decision-making.