The Leadership Paradox: Balancing Logic and Artistry in Schools

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Wiley, Mar 25, 1994 - Education - 154 pages
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The role of the school principal has shifted drastically in recent times. Today's principals are forced to be less concerned with developing character and more occupied with controlling behavior, moving students through the process, and sorting them into academic and vocational tracks--while also increasing scores on standardized tests. This image has brought calls for changes in the principal's role--from one that centers on providing order and efficiency to a more inspiring, value-based focus on building collaborative relationships and energetic, meaningful enterprises. But these new demands often overlook the need for managing details and coordinating complex and diverse programs and students.The Leadership Paradox shows how principals can combine the skills of administering a complex organization with sensitivity and passion--and be simultaneously efficient managers and effective leaders. Terrence E. Deal and Kent D. Peterson bring together knowledge and wisdom from organizational theory, management literature, and the experiences of practicing principals to illustrate how principals can adopt a ``bifocal'' approach--blAnding managerial tasks and other daily activities with the process of shaping a powerful, value-focused culture.The authors explain how, through a mixture of ``knowing about'' and ``knowing how,'' principals can integrate both important sides of their work. And by blAnding and harmonizing the technical and symbolic aspects of their roles, school leaders can ultimately amplify their impact on the learning and development of all their students.

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The Technician and the Artist
The Bifocal Principal
Harmonizing the Calendar

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About the author (1994)

TERRENCE E. DEAL is professor of education and human development at Vanderbilt Peabody College. He is the coauthor of ten books, including the best-selling Corporate Cultures. KENT D. PETERSON is a professor in the Department of Educational Administration at the University of Wisconsin, Madison and a principal investigator for the Center on Organization and Restructuring of Schools.

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