Enthusiastic Educational Leadership

By Russell, Jill Frymier | Florida Journal of Educational Administration and Policy, Spring 2008 | Go to article overview

Enthusiastic Educational Leadership


Russell, Jill Frymier, Florida Journal of Educational Administration and Policy


A qualitative research study was conducted to explore the factors relating to enthusiastic and engaged educational leadership. The methodology included interviews of successful leaders in education at the elementary, secondary, and post-secondary levels, as well as a review of related research literature. The information gathered leads to the conclusion that enthusiasm and engagement with work is related to a collaborative leadership style, a strong work ethic, and alignment of personal and organizational missions. That is, educational leaders who (1) seek to achieve progress through collaboration, (2) exhibit a strong work ethic, and (3) clarify for themselves and others how the organizational mission aligns with personal mission are more likely, themselves, to be engaged and enthusiastic, while also promoting the same characteristics among those with whom they work.

Keywords: Enthusiasm; Engagement; Work; Leadership; Mission; Collaboration

**********

Engaged and enthusiastic--in the ideal world, isn't that how most people who work would want to feel every Monday morning, and in fact, every day at work? And how most supervisors or leaders would want their colleagues and co-workers to feel? One could argue that educational settings in particular should evidence a positive tone indicative of engagement and employee commitment to the purposes of the endeavor. The purpose of this study is to identify and describe those concepts that may be underlying enthusiasm and engagement with work in educational settings. In particular, the enthusiasm and engagement of educational leaders will be explored. A loose definition of the concept being examined (enthusiastic and engaged educational leadership) follows: those feelings about work that are held by people in positions of power and influence in the educational work setting, which include a significant sense of ownership, involvement, inspiration, commitment, and enjoyment.

The central question for the study was: What are the important factors influencing enthusiasm and engagement with the work of educational leaders? Sub-questions included: Why are these individuals enthusiastic and engaged with their work? What aspects about their work do they enjoy most? What motivates them? How do they hope to encourage others to be enthusiastic about their own work?

A qualitative study, using a phenomenological approach with pattern theory, was conducted on the topic of enthusiasm and engagement with work within the context of educational leadership. The study involved interviews of successful educational leaders and a review of literature specific to enthusiasm and engagement with work. The study was emergent in nature, in that an inductive approach was used. Theory was developed rather than being pre-assumed as in the case of a quantitative study. As new information was gathered and reviewed, the course of the study could take on new directions or incorporate additional concepts.

Following Moustakas' suggested format for reporting on a phenomenological study (1994), this report includes the following components: an introduction and purpose statement with topical outline (this section), a conceptual framework and review of the literature, a description of methodology, the presentation of data, and a summary with outcomes and implications. The following review of the literature speaks to the more general concepts of work and leadership. The data presentation section will include both the stories of the interviewed educational leaders and the literature regarding the more specific concepts that emerged from the interviews.

Conceptual Framework and Review of Literature

Much of the discussion about enjoyment of work is along the 'career guidance' model which suggests that to find enjoyment of work one should identify that which they already enjoy, and then pursue a related career. This study approaches enjoyment of work from a different angle. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Enthusiastic Educational Leadership
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.