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The 1980s and 1990s saw a significant phase of educational marketization reform in several countries. Schools began to operate within a ‘market’, and ‘marketing’ became more important. Research showed that teachers and school leaders were largely hostile to this ‘alien’ area of schooling. School leadership in this environment became more complex and stressful. Literature began to identify leadership tensions, conflicts and dilemmas. This chapter ‘revisits’ some of the more significant research at the time and examines some of the dilemmas posed by the need to market the school. The dilemma framework offered by Wildy and Louden (2000) is used to explore three key areas: accountability, efficiency and autonomy. The chapter offers insights into how this topic can be revitalized and explored within the operation of ‘new’ leadership paradigms such as ‘distributed leadership’ and ‘destructive leadership’. The chapter concludes by discussing how the topic of dilemmas can be taken forward.

The purpose of this paper is to examine dilemmas encountered by kindergarten head teachers with the further aim of developing their capability to recognise and resolve “leadership dilemmas”.

Action research was used to conduct a three‐phase study involving 16 kindergarten head teachers and six system managers (within the Auckland region). A reconnaissance phase investigated the nature of perceived dilemmas and typical responses. In the second phase, an intervention that provided participants with both the theory and practice skills was implemented. A third phase of research evaluated the extent to which change had occurred.

The reconnaissance phase findings (pre‐learning questionnaire) confirm the incidence of dilemmas in kindergarten settings. The data show that, while leaders could identify issues that signalled the presence of dilemmas, they were unable to articulate leadership dilemmas clearly or confront them successfully. A professional development intervention was evaluated using a post‐learning questionnaire. There is evidence that these leaders were better able to recognise and articulate the leadership dilemmas they encountered in performance management settings. The findings show that participants are able to analyse their responses to these dilemmas by relating these to the theory base and indicating where they believe there is need for further learning. In summary, the intervention did change participants' practice but the study is limited by its inability to gauge internalisation of learning and study its implementation. For this to occur another cycle of action research is required.

The paper is original in that it studies the practices of leaders in relation to resolving dilemmas which arise when leaders manage the performance of staff. If leaders have an understanding of the theory and skills they need to address these tension‐laden problems, they could positively influence the quality of teaching and learning through leadership practices.

Background: Amid increasing leadership failures in the global business context, the mining industry is one of the industries with many adverse incidents, affecting employee safety, the environment, and surrounding communities. Emerging economies tend to have unique socio-economic challenges and greater relative economic dependence on mining, presenting unique challenges to leaders. The purpose of this research was to study the realities of responsible leadership in the mining industry in an emerging economy.

Methods: A qualitative research study, consisting of semi-structured interviews was conducted. Nine senior mine managers were selected to represent perspectives from different operations and mining houses. Data was gathered from August to October 2020 in South Africa, an emerging economy with significant mining operations. A thematic analysis of interview transcripts was conducted through the use of software, rendering five themes, with 12 sub-themes.

Results: The research found that requirements on mining leaders in emerging economies demand consistent balancing of a complex set of competing risks, whilst attending to paradoxical requirements among operations, and internal and external stakeholders. Leaders face several competing requirements from stakeholders, the environment, mining practices, and time frames. Responsible leaders must navigate a paradoxical maze of needs and time horizons, with several conflicting forces and dilemmas, and dichotomous relationships. Responsible leadership in the mining industry of an emerging economy is a proverbial minefield of paradoxes and dilemmas between responsible intentions and practical realities. These paradoxes and dilemmas are specifically acute in the context of emerging economies due to the dire socio-economic situations. A total of 10 competencies emerged as essential responsible leadership requirements in this context.

Conclusions: The study provides an in-depth understanding of the intricacies of responsible leadership in the mining industry of an emerging economy. This understanding will contribute to capacitating leaders in the mining industries of emerging economies to act responsibly.

Public interests and concerns often create dilemmas for school principals. As such moral dilemmas are the case for schools as places marked by social, economic, cultural and political diversity. The purpose of this paper is to look at how Appalachian school leaders use moral literacy to make decisions when facing ethical issues?

The data for this study emerged from interviews conducted with ten principals. The principals interviewed represent a purposeful sample of practitioners within the Appalachian region of Southern Ohio, using group characteristic sampling.

Principals’ responses varied in their depth of familiarity and comfort with moral literacy. The abductive analysis yielded several thematic units, classified using both emergent patterns and a priori codes. The overarching themes that emerged from this analysis concerned what an ethical dilemma is, what it means to be a morally literate leader, moral dimensions of leadership, and the value integration of doing ethics and being ethical.

This study relies strictly on the participants’ personal conceptualization of moral literacy and the ethical paradigms it presupposes. As a qualitative study, the findings are based primarily on the participants’ perception of and the researcher’s interpretation of the complexities and ambiguities in reading ethical dilemmas.

To effectively accomplish the moral work of the principalship requires that school leaders be morally literate, understanding the integrated nature of ethical paradigms.

The findings of this study continue to disclose the manner in which practicing principals define what an ethical dilemma is and moves us closer to understanding how practitioners frame moral literacy within their practice yet outside of exposure to clearly defined theoretical frameworks.

The paper aims to analyze how the best leaders articulate a crucial issue that contains trade‐offs and risk and then blaze a new path for their group or organization. This is the “art” of dilemma management: the ability to address the shifting needs, drivers and opportunities occurring in and around the business, and then actively working to understand, defend and capitalize on them.

Dilemma analysis has five steps: step 1: map the symptoms in two stages; step 2: identify the core dilemma; step 3: analyze and reframe using eight archetypal dilemmas; step 4: resolve gaps; and step 5: plan and implement.

The paper reveals that every leader needs to have a dilemma agenda. The agenda should include two categories of leadership dilemmas: direction‐setting and culture‐setting. The direction‐setting agenda defines what is of competitive strategic importance (such as, diversify or grow) while the culture‐setting agenda focuses on the values, mood and energy of the enterprise (such as emphasize a task or relationship focus).

To successfully handle dilemmas, start by redefining what you mean by success itself. In place of “win”, think “understanding,” instead of “profit” think “sustainability”, and so on.

The paper reveals the big payoff for exploring organizational dilemmas is a more complete understanding of both sides of an issue and learning to transcend disabling impasses that are fueled by fear and ignorance.

The purpose of this paper is to question the usefulness of Euro-Western concepts of principled ethical behaviour for school leaders in non-Euro-Western countries by examining the dilemmas faced by Kenyan educational leaders.

A single, multi-site case study methodological approach was used, and data gathered by means of semi-structured interviews with stakeholders: school principals, boards of governors, heads of department, school bursars and parents.

Findings highlighted the importance of contextual variables in influencing leaders’ decisions, indicative of the tension between liberal and communitarian ethical approaches. Although similar dilemmas were encountered to those working in euro-western contexts, Kenyan educational leaders faced the additional challenge of working with cultural values of Ubuntu: care for the whole community, harmonious working relationships, loyalty to one’s kin and respect of seniority. Furthermore, the problems they encountered were often life-threatening resulting from poverty, and HIV/Aids.

This paper contributes to the literature on ethics in educational leadership by proposing that the adoption of euro-western ethical standards and perspectives in non-Euro-Western countries is problematic, unless mitigated by a dialogic approach.

Mid-level executives are confronted with many dilemma situations, in which they are forced to decide between conflicting options, none of them leading to the desired result. If they fail to cope with them constructively, their individual risk for mental strains increases (Gerlmaier and Latniak, 2013). Initial findings focusing on executives in industry (Bossmann, 2020) show that fostering effective dilemma management in executives is a preventive factor against stress-related diseases. Yet, there is little empirical research that evaluates the contribution of dilemma management training on leadership’s mental health prevention in hospitals. This study aims to examine whether such a training program, adapted to current working conditions in German hospitals, promotes mid-level executives’ mental health.

A 10-month training program was administered to N = 69 senior physicians, senior nurses and senior service and administrative staff in four hospitals. To evaluate training effects on perceived stress reactivity, on cognitive and emotional irritation over time as well as the effects of the training dose on these results, participants’ self-reported measures were collected at four points in time: before (t0), during (t1), immediately after (t2) and three months after the intervention (t3).

Overall, participants showed less cognitive irritation and perceived stress reactivity over time. However, their emotional irritation did not change significantly. The dose of training participation did not moderate these results.

This paper contributes to the prevention of stress-related diseases and the promotion of sensemaking in mid-level executives’ dilemma management routine in the face of increasingly aggravating working conditions due to financial restrictions in the German health-care system. Findings of this study are explained in greater depth using previously reported qualitative data from the same research project.

The purpose of this paper is to gain a deeper understanding of the main contemporary challenges for healthcare leaders in their everyday work practice, and the support they need to master their experienced dilemmas.

Qualitative in‐depth interviews (n=52), and focus‐group interviews (n=6) with 31 first‐line and 45 second‐line healthcare leaders are analysed in line with constructivist grounded theory.

In this paper, two leadership models are proposed for defining and differentiating ways of meeting different logics and demands made on leaders in the healthcare sector. The first model is leadership by separating different logics and fragmentation of time. Here, leaders express a desire for support in defining, structuring, dividing, and allocating tasks. The second model is leadership by integrating different logics and currentness of solutions. In this case, leaders want support in strengthening proactive leadership and shaping the basis for participative employeeship.

This research is designed to describe what people experience rather than to assess the frequency of that experience in the studied settings. However, it would be interesting to elaborate on the findings of this study using other research methodologies.

The findings contribute to contextual knowledge that is of relevance in supporting healthcare leaders. This is helpful in identifying important conditions that support the establishment of leadership and employeeship, leading to improvements in healthcare practice.

The paper describes how contemporary leadership in the healthcare sector is constituted through different strategies for meeting multiple logics.

The authors suggest a new approach to strategic decision‐making methodology: focus on understanding the dilemmas confronting your organization. For leaders, the learning produced from wrestling with dilemmas is often more important than answers to them. Big challenges tend to be complex, ongoing in nature, and highly resistant to simple “fixes”. Therefore, before the leader can provide the strategic direction to guide organizational efforts, he/she must first recognize, define and deal with the prime dilemmas of the day. Dilemmas fall into two categories: direction‐setting, and culture‐setting. Several examples of each are presented as well as three action steps: recognition, definition, and translation.

In the field of leadership development, a dilemma exists with many executives, who often support and fund leadership development programs. Executives know that great leaders are needed to drive results, and for the most part, they must develop those leaders internally. At the same time, the leadership development providers are content with showing executives that they have changed leader behavior. The same providers are reluctant to connect behavior change to meaningful and important business measures. Yet, when used properly, leader behavior will drive all types of important impact measures in an organization. That is what executives want to see. This purpose of this article is to show how leadership development providers can connect their programs to important business measures and deliver value at the Impact and ROI Levels using the ROI Methodology.

Executives prefer to have leader behavior connected to impact, which is their No. 1 measure and return on investment (ROI), their No. 2 measure. Impact and ROI is the world they live in. Executives know that new leader behavior is necessary for impact and often have input into the behaviors they would like to see. When it comes to measuring success, they want to see how the program connects to the organization and the value the new behavior delivers. To avoid the possibility of disappointing results, implement the ROI Methodology framework to design the leadership development program to deliver the desired results and make sure that everyone involved is helping to deliver the needed success.

Leadership development providers must address the challenge of showing the value of leadership development. It is not that difficult to show the impact and ROI of major programs. Literally, hundreds of organizations are doing this now. The authors have published four books with different publishers on the value of leadership development, with case studies, and more will be published.

This level of evaluation can set the leadership development program apart from the others.