National Middle School Association
School management and organization, Educational leadership -- United States, School improvement programs
While courageous, collaborative leadership has not been formally recognized as a “model” by those who study educational leadership, there is a wealth of information about collaborative (i.e., participatory) leadership and a growing corpus of literature focused on courageous leadership. As in the development of the ideas connected to collaborative leadership, the world of business is taking the lead in delineating what courageous leadership means. Some of this literature has even surfaced in the realm of religious studies (Hybels, 2002). Simply defined, courageousness in leadership addresses the necessity to step outside the box and take chances to help the organization establish appropriate and defensible goals. It also clearly places those who are leaders in a position to confront adversity. Collaborative leadership refers to inclusiveness— teachers, staff, administrators, parents, and other stakeholders—in decision making related to organizational goals. Research in both of the areas of courageousness and collaboration should advance a fuller understanding of what courageous, collaborative leadership is. Since courageous, collaborative leadership is by its very nature effective leadership, this research summary will also briefly review the literature regarding effective leadership.
Anfara, V. A., Jr. , Pate, P. E., Caskey, M. M., Andrews, G., Daniel, L. G., Mertens, S. B., & Muir, M. (2008). Research summary: Courageous, collaborative leadership. Retrieved 6/14/2013, from http://www.nmsa.org/Research/ResearchSummaries/ CourageousCollaborativeLeadership/tabid/1588/Default.aspx