Moses as a Model for Jewish Educational Leadership Development
This is a study of Moses' development as leader. Using literary analysis of the Biblical texts, it examines the paths he takes toward leadership, his challenges, his setbacks, and his growth. His development is analyzed in light of literature in four primary areas -- temperament, character, and change; navigating the tension between upholding principles and caring for the needs of people; the move from management to leadership; and the role played by God as Mentor. A variety of leadership models are examined, including transactional and transformational leadership, moral leadership, covenantal leadership, and Collin's model of Good to Great leadership. Educational leadership is defined as that which has as one of its central elements an educational message, aligning with Sergiovanni's definition of pedagogical leadership. This study examines questions revolving around the issue of the Jewish nature of Jewish educational leadership, and to what extent Moses can serve as a model for that. It demonstrates that despite his uniqueness and the uniqueness of his situation, Moses can serve as a model for understanding leadership development. Implications are drawn for Jewish leadership in general, and Jewish educational leadership in particular, as Moses' leadership is understood as pedagogical leadership. This study understands that Moses develops as a leader, and that his development can provide guidance of training leaders for Jewish educational institutions. Character traits by themselves are not predictors of leadership, but the ability to be self-managing is essential. There is no single leadership stance which can be prescribed for all situations; both leader and the needs of their followers change over time. Mentoring is an essential component of leadership development.
Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.;Advisors: Jeffery Glanz.