Analysis of the Ontological, Epistemological and Methodological Assumptions in Two Leadership Development Articles

Frederick Ebot Ashu
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Frederick Ebot Ashu: Senior Lecturer, Education Foundations and Administration, Faculty of Education, University of Buea, Cameroon

International Journal of Research and Scientific Innovation, 2021, vol. 8, issue 12

Abstract: Leadership development is a multifaceted and complex subject of research and demands a sound ontological, epistemological and methodological stance that guides studies for the development of more integrative leadership theories to support the development of school leaders. The review to follow is a comparative analysis of two studies conducted in the field of education leadership development published in Education Management and Administration and the other from a UK perspective in Educational Review. The aspects to be compared will be as follow. First, brief description of each study will be presented. Second, the ontological, epistemological and methodological assumptions underlying each study will be compared. Third, the article by Bush and Jackson: A Preparation for School Leadership. The Qualitative Paradigm offers a comparative overview from an international perspective. Fourthly, Rhodes, Brundrett, Nevill study is a mixed-method Approach Just the ticket? The National Professional Qualification and Transition to Headship reviewed and analysed. Finally, a critique of each study will be presented.

Date: 2021
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