The objective that I have for this paper is to present the integration and synthesis of at least three grounded theories and conceptual principles of the educational leadership field. Then, according with guidelines, I will compare and contrast those theories by using different authors’ perspectives, to critically analyze the body of knowledge achieved by those principles and explain how those theories in educational leadership add knowledge through the implementation of their premises and the interaction among them in the area of education. Subsequently, I will be selecting one of the theories examined previously and provide details on how the theory may or may not contribute to the understanding of the educational leadership. As part of this process I will include a discussion with disagreements or unanswered questions of the selected postulation.
The use of theories, according to Antoniou (2013), helps researchers organize and use recurring results for the creation of knowledge or conceptual principles. Thus, from the intention to improve the school academic performance and adjust protocols to new circumstances many investigations have been carried out deriving in new theories (Onorato, 2013). For instance, as a consequence of the increasing demands in academic state standards, complex changes in society, school administrators have seen the compelling need to possess other specific characteristics, such as administrative leadership skills in education (Onorato, 2013). Thus, educational theories that embrace organizational learning, school vision, and school leadership styles have been produce and used for that purpose. In the following section I will synthesize some of those theories that I deem are meaningful for my area.
In this regard, I will first examine a study performed by Kurland, Peretz, and Hertz-Lazarowitz (2010), who studied how organizational learning is influenced by the school vision and the leadership style. In this study, the authors used a mixed method and collected data through empirical research and questionnaires about the leadership style, vision, and school organizational learning (Kurland et al., 2010). As method of inquiry, the investigators interviewed 1,474 elementary school teachers during three years in the northern Israel and found that the school vision, shaped by the principals and teachers, directly influenced over the organizational learning process (Kurland et al., 2010). From the sample of teacher participants, 96.2 percent were women from 20 to 60 years old with a range of seniority from 3 to 40 years, for principals a multifactor leadership scale was used; where the data collected was analyzed using five-point Likert scale (Kurland et al., 2010). Thus, in terms of the leadership style used by the principals in the study, Kurland et al. (2010) identified that the transformational leadership style of the principal as a reasonable factor that influenced in the organizational...