ABSTRACT
To believe that the art of educational leadership is simply a matter of technical capabilities and skills is to underestimate the complex web of personal and interpersonal infl uences at work beneath the leadership surface. Within the personal dimensions of educational leadership, ethical leadership and its associated sensitivities frequently lie at the heart of such complexity (Branson, 2010; Duignan, 2006; Shapiro & Stefkovich, 2005; Starratt, 2010).
