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Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 30, Issue 1, Pages 106-118, DOI: https://doi.org/10.21307/jelpp-2015-010
License : (CC BY-NC-ND 4.0)
Received Date : 26-April-2019 / Published Online: 21-April-2019
Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in democratic countries tend to address issues through the use of strategies structured to take place within a stable environment. However, many would argue that such stability is a false perception. Traumatic events can occur at any time and at any place. Every country might one day find itself having to cope with the after-effects of colonialism, conquest, conflict or catastrophe. This article describes the impact of traumatic events upon the decision-making processes of school leaders. Specifically, it describes the ways in which personal value systems influence how school leaders attend to appropriate, diligent and socially just responsibilities following a traumatic event. The purpose of this article is to identify and examine possible future strategies for a socially just school leader when confronted with an unanticipated and demanding environment.
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