In the marketplace of leadership studies, definitions are plentiful. Leadership concepts and approaches often have diverse or worse, muddled and mischaracterized interpretations. Consequently, practicing educators develop a healthy skepticism toward educational terminology in general. For practitioners, it can be difficult to hone in on relevant and constructive leadership approaches. Spillane and Diamond acknowledge this challenge at the outset in Distributed Leadership in Practice (Spillane and Diamond, 2007).
