Reconsidering values, ends and means in educational leadership

Abstract

Educational leadership studies appear to be characterized by a range of perspectives characterized by professional skill standardization and homologation processes, as well as economic and functionalism approaches. So, in this modern leadership vision, what role does pedagogical reflection play? In order to re-found this complex thematic world, a humanizing perspective on the educational relationship allows for interpretative reflection on the ends and means of leadership, as well as on the meanings of educere and cum-ducere.