Annotated Bibliography: Educational Leadership, Ethical Issues

This document presents a student's annotated bibliography on educational leadership, fulfilling the requirements of Assessment Task 2 for Modules 2 & 3. The assignment involves an in-depth analysis of 10 scholarly sources, focusing on topics such as leadership effectiveness, ethical issues, and challenges within the field. The bibliography includes summaries, evaluations, and the relevance of each source, with an emphasis on the ethical dimensions of educational leadership. The student collaborates with peers in a discussion forum to define the purpose and format of the annotated bibliography, identify a leadership challenge (ethical issues), and synthesize the main arguments of two selected sources. The bibliography covers a range of topics, including qualitative research methods in educational leadership, positive school leadership, social justice in educational leadership, and the impact of context on educational leadership. The student also responds to peer feedback, further demonstrating critical analysis and understanding of the subject matter. The assignment adheres to the specific format and structure of an annotated bibliography, providing a comprehensive overview of relevant literature.

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EDUCATIONAL LEADERSHIP
[Type the document subtitle]
9/13/2019
student name

EDUCATIONAL LEADERSHIP 1
Part 2A
Annotated bibliography definition
Annotated bibliography is defined as the evaluative and descriptive list of citation to articles,
documents, and book by the authors conducted research. This is being prepared to understand the
relevance of the research work done by an author that is the critical analysis of piece of research
considering the key learning, summary of the findings, and limitations of the study. An annotated
bibliography delivers a small subsection of explanation/criticism/valuation of every section of
resources. Annotated bibs allow one to recall precise records contained to the supply and source
frequently act as a springboard to additional study due to the fact they are able to understand
anything has previously been transcribed regarding the topic.
Purpose of annotated bibliography
The purpose of annotated bibliography is to the reader the key quality, relevance, and limitation
of the sources cited in the annotation. The purpose is to provide additional information relevant
to the topic of research by also providing better scholarship sense considering the subject matter.
This also provides relevant review to the reader for knowing if they would see the source while
conducting the research (Stanley & Amanchukwu, 2015).
Format relevance of an annotated bibliography
A particular structure and format is followed in the annotated bibliography that include summary
include arguments, purpose and ideas related to subject matter. The description of the structure to
be followed in the research paper and material included in the research article are mentioned.
Critique and evaluation is considered for understanding the relevance of the piece of research.
This is followed for better understanding and better presentation of the review (Stanley &
Amanchukwu, 2015).
Challenges and issues in educational leadership
Some of the critical issues or challenges identified for the educational leadership are the
leadership challenge. There have been various leaders working towards the innovative methods,
but eh large number of leaders working on the position of teachers and coaches must provide
with the principal or high authority position, which reflect the leadership gap challenge in the
educational centers. The reason being the evidence suggests that they would better inspire the
staff, and foster Scholl communities and inspiration for the students to attain their maximum
potential. Moreover the teacher’s retention issue is another major challenge in the education
leadership (Brooks & Normore, 2015).

EDUCATIONAL LEADERSHIP 2
Analysis and synthesis
Robertson, J (2016), has researched of developing educational leadership while considering
partnership and analyses the educational leadership capacity in institutions and in individuals.
The research was based on harnessing the energy and commitment and relevance of maximizing
potential which is needed to meet professional and personal goals. Scholar considered to Study
professionals and educators working with the mentors while creating learning relationship in
death among the professional practice for the educational leaders (Robertson, 2016). Jeffrey S.
Brooks (2015), Study qualitative research considering the educational leadership with the
purpose of highlighting the key issues relevant to the appropriate conduct of qualitative study
and designing in the educational leadership. The key findings included accessibility and need for
existence of qualitative research design and collection of data using such strategy considering the
authenticity of the leadership studies (Brooks & Normore, 2015).
References
Brooks, J., & Normore, A. (2015). Qualitative research and educational leadership: Essential
dynamics to consider when designing and conducting studies. International Journal of
Educational Management, 29(7), 798-806.
Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through
partnership. NewZealand: New Zealand Council for Educational Research.
Stanley, G., & Amanchukwu, R. (2015). A review of leadership theories, principles and styles
and their relevance to educational management. Management, 5(1), 6-14.

EDUCATIONAL LEADERSHIP 3
Reply to Jugraj Kaur
The information from the annotated bibliography is precise and clear. Moreover, the key
challenge identified in educational leadership is training issues that are unviability of training
program for educational leaders. It has been identified that the leadership theories have consider
that a leader a not only born but the quality and competencies can also be learned, and the
training is an essential element for improving leadership skills in educational industry. The issue
identified is an aspect to research and issue for which the solution must be found. Some of the
suggestions could include job enlargement activities or the academic leaders to make them learn
various other responsibilities to perform, which would eventually work to increase the
competencies and learn new aspects and could guide the students and other team members better
in near future. However, the considered educational leadership program in India shows limited
scope for the study.
Reply to Shova Hamal
The annotated bibliography reflect good amount of research on definition, format and purpose.
The key issue identified was the relevance of change adoption, which was not reflected in detail.
The key cause of the issues was not identified. However, this could be one of the major issues in
the educational leadership, as change play vital role in being updated and consider the current
environmental scenario as change is one of the factor promoting innovation in any field. It is
important for educational leaders to adapt change initially so as to communicate the change and
adapt to the changed process effectively. Some of the suggestions included opportunity scan,
innovation adaptability, and providing training to the leaders relevant to change implementation.

EDUCATIONAL LEADERSHIP 4
Part 2B: Annotated Bibliography
Grundy, S. (2017). Educational leadership as emancipatory praxis. In Gender matters in
educational administration and policy, 165-177.
The research conducted by Grundy (2017), consider that there could be various kind of
educational leadership. For examples bureaucratic approaches and alternatives to the hierarchy
structure which will feature provision of various experiences. According to the author the
alternative expressed in this chapter or in form of Praxis which are considered as exclusively
feminist. The exploration in the chapter included the relevance of cognitive interest theory in the
educational practice which was one of the positive aspects of the research. The findings included
the initial aspect which differentiate emancipation praxis from various other kind of reflective
experience is the critical nature. How to scope of the study was limited through this chapter
which could be one of the limitations of the article. The discussion by author also included
contribution of feminist considering the challenging possibility for expressing taken for granted
and could be exposed to unrecognized interest considering part of domination.
Louis, K., Murphy, J., & Smylie, M. (2017). Positive school leadership: How the Professional
Standards for Educational Leaders can be brought to life. Phi Delta Kappan, 99(1), 21-
24.
According to Joseph, Louis and Smylie (2017), positive school leadership was considered for the
discussion wherein the authors consider professional standards provided in 2015 by national
policy board for educational administration. It included various standards for educational leaders
which reflect the way professional educational leaders must consider and bring to life to match
the similar standard. Various positive perspectives were considered which included a list of
dimensional provided by PSL. This could be one of the positive aspect of the article as it
included direction to words positive legal standards including stronger professional colleague,
character and virtual focus, strong moral framework, personalized relationship, concentrating
over interest of others and community and empowerment building. However when is the
limitation identified for the article included lack of quantitative research and use of primary data
for making the research more validate.
Brooks, J., & Normore, A. (2015). Qualitative research and educational leadership: Essential
dynamics to consider when designing and conducting studies. International Journal of
Educational Management, 29(7), 798-806.
The research paper purpose is to identify the issues considering to appropriate conduct and
designing of educational leadership considering qualitative studies. According to Jeffrey (2015),
the key findings include the need by the analysis for determining the accessibility and existence
of the quantitative research design. Several collections of data strategies for study of leadership
in educational field; however the usefulness and authenticity that also considers original purpose

EDUCATIONAL LEADERSHIP 5
that is intended and produced audience. The approaches used by the author for the research is
logical or conceptual argument that is focused across the scholar’s notion, where this field has
not been considered relevant for the study and stayed focused for the dynamics, it found relevant
to identify the key issues specific to this field and would be considered by everyone. However,
specific aspects of the research article have considered only general issues and standards that are
generally accepted. Qualitative research was conducted, where the quantitative research is lacked
for the research.
Clarke, S., & Donoghue, T. (2017). Educational leadership and context: A rendering of an
inseparable relationship. British Journal of Educational Studies, 65(2), 167-182.
Clarke and Donoghue (2016) reflected the empirical research on educational leadership in such
organizations; specifically consider the schools as the organizational study to assess the
relationship. The article considers highlighting the situation challenges. The context of the article
is defined and the key focus was on learning in the field of educational leadership. The focus in
various scholarship bodies were among the wide educational field on concentrating over
contextual matters. The overview of the article included providing various major considerations
that arise for petit working body to undertake in educational field by focusing over the wide
range of challenged for the schooling leaders in different contexts. Crucial and consistent
proposals to direct exercise with concern to leadership in varied settings that have been produced
since an investigation of the former form of work are accessible. From this, it is renowned that
these are cautious in the absenteeism of a abundant more quantity of work.
Maley, M., & Capper, C. (2015). A measure of the quality of educational leadership programs
for social justice: Integrating LGBTIQ identities into principal preparation. Educational
Administration Quarterly, 51(2), 290-330.
According to Capper and Malley (2014), the research on educational leadership includes the key
purpose of investigation on the key principals that are created for the social justice analysis in
United States. The focuses of the study by the scholars are over the gay, bisexual, lesbian,
intersex and similar group persons considering the preparation commitment program to social
justice. The research method of the article includes primary data collection that is through survey
which is one of the key positive element of the article as this reflect increase in validity of the
information collected and the relevance of the findings are increased. Likert type scale was
prepared for better understanding of each aspect and availability of the result from large number
of people. The key finding as per the researchers include identification of social justice program
for the that will liable to address the issues of social injustice among the LGBTIQ identities
considering the educational program and integrated towards this principle. Scholars advises that
the dominance of communal justice research is suitably restrained and improved by the method
of common appointment with personalities and involvements borderline inside the social justice
address themself.

EDUCATIONAL LEADERSHIP 6
Silva, P., Slater, C., Cerdas, V., & Torres, N. (2017). Educational leadership for social justice in
Costa Rica, Mexico, and Spain. Journal of Educational Administration, 55(3), 316-333.
Silva, S,ater, Torres, Briceno, And Cerdas (2017), has research on the social justice in
educational leadership in Mexico, Spain, and costa Rica. The key purpose of the article included
to investigate the educational leaders to acknowledge them with social justice in the mentioned
three contexts. The key findings by the researcher included that the directors have assesse the
education and consider it as the right and equality in the opportunity in educational field with fair
control and resource distribution. It was found that there were various obstacles identified in
educational leadership related to the authorities who were not trying to support the efforts and
were controlling. The key limitation identified were the limited scope of the educational
leadership in three principles only, where the experience could be contextually unique.
Pavlakis, A., & Kelley, C. (2016). Accreditation in the professions: Implications for educational
leadership preparation programs. Journal of Research on Leadership Education, 11(1),
68-90.
According to Pavlakin and Kelley (2016), the research question included understanding the
design and context characters of professional field that is education of accreditation with wider
aspect of educational leadership and impacting the professional preparation. The key findings
drawn from the analytical perspective, is presented programmatic accreditation in various
disciplines of professionalism. However this have great relevance role in forming he preparation
programs in educational field, standards and recent revisions for process accreditation that have
considered key highlighting point as the design, purpose and implication of accreditation.
Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through
partnership. NewZealand: New Zealand Council for Educational Research.
According to Robertson (2016), new Zealand council has been consider while researching
coaching leadership that included the understanding of the key concept of the coaching
leadership along with the relevance of the capacity development in educational leadership
through partnership. Researcher measured to Study professionals and educationalists employed
with the tutors while generating learning relationship among the professional practice for the
educational leaders. Other than this the partnership in education has been discussed in order to
enhance the educational field and provide opportunity to the teachers and educators to grow and
being a better educational leaders. The chapter finding included that the leaders in the education
field are in need for new coaching tools, new thought leaderships, new case studies, and new
research in order to keep the educational level up to date. The access to shared problem solving
and collegial collaboration can work for this and the potential leaders can work on the
educational issue and help them grow.

EDUCATIONAL LEADERSHIP 7
Bertrand, M., & Rodela, K. (2018). A framework for rethinking educational leadership in the
margins: Implications for social justice leadership preparation. Journal of Research on
Leadership Education, 13(1), 10-37.
This article reconsiders the communal justice in scholar leadership arena, prominence the
leadership of parents, community, and youth. Bertrand and Rodela (2018), inspect extensively
quoted social integrity educational leadership journals. Moreover, the acute research conducted
on youth speech, community organizing and parent engagement. The investigation discloses that
the arena frequently supervises parent, youth, and communal scholastic leadership. As per the
research of cooperative transformative activity, scholars suggest a novel outline for
disassembling shortfall philosophies and disempowering performs in management training
programs. The article accomplishes with detailed applications for programs to re-envision the “of
leadership preparation.
Karadag, E., Bektas, F., & Yalcin, M. (2015). The effect of educational leadership on students’
achievement: a meta-analysis study. Asia Pacific Education Review, 16(1), 79-93.
Karadag, Bektas, and Cogaltay (2015) have conducted research on understanding the impact of
educational leadership on the scholars and students growth and achievement. The research
conducted on the basis of qualitative and quality research that reflects a met analysis study. The
scholars have considered various leadership styles that were integrated and the educational
leadership relation to the achievement of students were investigated. The findings and result
from analyzing 57 dissertations and 28964 study subjects were that the educational leadership
effect is medium in range on achievement of the students. The key effect that was analyzed
through the study was among the leadership styles that found to be transformational and
disruptive leadership. However the educational leadership effect on achievement of leadership is
effect on various components of shareholders and school in further study.