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The following Oration was delivered on 10 November, in the Convocation House:

ELSEWHERE in this number we list libraries which have Esent us copies of their annual reports which we are glad to have. Now and again we are able to elaborate on these, but in the present issue that has not been possible. We would say, however, that these reports are deserving of the attention of librarians generally, and of students at the library schools. They are records of work in progress, and they do suggest the development of library policy. The best of them are of textbook value.

Education systems focus on the means for achieving our aims, through science and technology, while there is a general neglect of subjecting those aims themselves to rational scrutiny. The project of humanizing higher education will make these aims and purposes central to teaching and learning. This will necessitate a revision of the standard questions in the dominant stream of anglophone philosophy on the grounds of a critically based understanding of human agency and with the aim of its proper appropriation. Furthermore, in the context of a global multicultural context what is needed is a method for introducing all traditional-religious understandings into the heart of the public debate. Secular liberal democracies have a hands-off policy toward those traditions as anomalous in modernity, but this threatens to lead to the formation of cultural ghettos. Gauchet (1997), however, sees liberal humanism as arising out of religion. This chapter puts forward the idea that these person-focused narratives, when re-framed, and alongside other disciplines in the humanities, can provide a corrective to what is currently neglected.

IN view of the exceptional dimensions of the structure shown in Figs. 1 and 4, which will be described in this paper, the author thought that it might be of interest to the members of the Institution to have a short account of the difficulties which we experienced in meeting the requirements of the National Physical Laboratory authorities, and the various methods which were adopted to overcome them.

The purpose of this paper is to investigate the relationship between educational leadership and teacher's motivation. The research described here was anchored in the convergence of two fundamental theories of leadership and motivation: the full range model of leadership and self‐determination theory. The central hypotheses were that transformational leadership would predict autonomous motivation among teachers, whereas transactional leadership would predict controlled motivation. The authors further predicted that autonomous motivation would mediate the relations between transformational leadership and teachers' burnout and that controlled motivation would mediate the relations between transactional leadership and burnout.

Questionnaires assessing the variables of interest were completed by 122 Israeli teachers.

Results, based on structure equation modeling, supported the hypotheses, suggesting that leadership styles among school principals play a significant role in teachers' motivation and well‐being.

The school's environment in Western society is characterized by many impositions and pressures that affect teachers' well‐being, as reflected in their quality and intensity of motivation, affect, and burnout. Thus, the present research findings suggest that if the power in educational systems is delegated to school principals, and if the latter are encouraged and trained to be autonomy supportive toward their educational staff, then these steps may potentially facilitate teachers' autonomous motivation, satisfaction, and well‐being.

Few studies have examined the relationship between various styles of leadership and different types of motivation among followers. The present novel study has the potential to fill this gap by empirically studying the relationship between educational leadership and teachers' motivation.