integration and synthesis of three grounded theories and conceptual principles of the educational leadership field

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Introduction
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.
Literature Review
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...

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Onorato, M. (2013). Transformational leadership style in the educational sector: An empirical study of corporate manager and education leaders. Academy of Educational Leadership Journal, 17(1), 33-47.

Urick, A., & Bowers, A. J. (2013). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly. Advance online publication. doi: 10.1177/0013161X13489019

Velasco, I., Edmonson, S. L., & Slate, J. R. (2012). Principal leadership behaviors and school climate: A conceptual analysis. Journal of Education Research, 6(3), 315-336.

Yoeli, R., & Berkovich, I. (2010). From personal ethos to organizational vision: Narratives of visionary educational leaders. Journal of Educational Administration, 48(4), 451. doi:10.1108/09578231011054716

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