This book challenges the utility of traditional command-and-control models that are no longer capable of supporting school leaders and describes how an effective educational leader in the Information Age applies dispositional thinking in order to be adaptive, self-aware and responsive to others.

This book challenges the utility of traditional command-and-control models that are no longer capable of supporting school leaders and describes how an effective educational leader in the Information Age applies dispositional thinking in order to be adaptive, self-aware and responsive to others.