I have a very powerful commitment to furthering educational knowledge. After 30 years teaching and being principal, I felt I still had a great deal to discover about teaching and about educational leadership in particular. Indeed, I believed that there were significant aspects of principals’ work that remained invisible. On the one hand, the taken-for-granted, day-to-day activities were clearly very public ones. On the other hand, the challenging, joyous, turbulent, troublesome, exciting and often emotionally and intellectually debilitating and distracting engagements were misunderstood or under-investigated.
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