Abstract
Educational leadership theory has historically been dominated by post-positivistic perspectives and methods of inquiry saturated with the epistemological lens of empiricism. A large body of literature has centred on the premise that a leader is required to carry out the mission of specific educational institutions. Such leader-centric assumptions have narrowly defined the preparation and investigation of educational leaders. Lately, relational sociology has become a source of adjusted notions of the nature of leadership. Instead of a focus on bureaucratic roles and hierarchies, relational sociology has posited that leadership is a more fluid and emergent social construct that is connected to specific contexts. However, even relational sociology has epistemological limitations that prevent it from delving into the more subjective elements in which leadership resides. This entry will posit that the field of aesthetics offers an expanded lens to enhance existing sociological constructs of either leader-centric or leader-relational viewpoints.
