262 K-12 LEADERSHIP PRACTICES
students have brought their matrices to class on a periodic basis and have held discussions
about which practices could most effectively fulfill philosophic beliefs, or which terminal and
instrumental values seem linked to those practices. By exploring practices, perhaps values-
held could eventually change, and eventually affect one’s philosophy.
Adults have a strong interest in the outcomes of their behavior and will adjust their values
and actions in the light of information about the consequences of behavior, often made
available through instruction or socialization within surrounding communities (Beck, 1993).
A fifth conclusion, therefore, is that instruction through various media or fieldwork can
introduce people to different communities and to new ways of viewing reality. Durkheim
viewed the relationship between the individual and society as dialectical; individuals
participate in society’s “science of moral matters” and thereby influence the development of
the morality of the society which in turn influences them (1961, pp. 113). Future school
leaders can be immersed in a different community, society or culture to assimilate the values
of the socio-cultural environment through films and field-based projects. This instructor has
used films or field projects when appropriate, but in the future will broaden the discourse to
include one’s values-held relative to the broader community and perceived community values.
The final conclusion, saved for last, is an assumption that links the other five conclusions:
One must become open-minded to change, interested in self-improvement through a variety of
creative means, cultivate sensitivity to values, and be open to the values of others (Quintas,
1989). “... [T]he establishment and understanding of values ... demands human
collaboration” (Quintas, pp. 74-75), so the instructor needs to establish an open and safe
environment of freedom to express one’s reflections, and to encourage an acceptance of
challenging, appropriately critically reflective dialogue.
In summary, six conclusions with educational implications were derived from this study.
There is a need to get students to rethink values-held which leads to focusing class work on
getting students to realize the depth of their beliefs and how those beliefs influence decision
making. Second, educators of adult learners must understand and use andragogical approaches
to develop leaders. Third, the instructor should accept, but build incrementally on students’
value systems by expanding students’ understanding that values are linked to belief
statements and to decisions. Fourth, rethinking values is accomplished through dialogue rather
than lecturing; values rethinking should be contextually linked to real problems. Fifth, an
instructor has a responsibility to help students understand the consequences of their values-
held relative to the broader communities in which they work and live. Sixth, the instructor
must establish a free, open and safe classroom environment for the other five criteria to work.
FUTURE DIRECTIONS
There are implications from this study for future research and for creating learning
environments that challenge the graduate student to reflect upon and think about deeply held
values relative to the work of school leadership. With respect to future research, it would be
interesting to compare pre-service administrators with practicing school administrators or to
compare different levels of school administrators to ascertain if experience level or position is
a variable that influences values; or perhaps to discern if leaders with particular value sets
choose different administrative positions. It would also be interesting to survey several
regions of the state, and nationally, to see if there are regional differences in leaders’ terminal
and instrumental values. Additionally, it may be of note to compare the results of school
administrators to the values held by other professionals, for example, teachers, lawyers,