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Business | Education


This article was previously published in the American Journal of Educational Studies and is reproduced here with permission. All Rights Secured. No copy of this publication may be sold or reprinted in whole or in part. To purchase the entire journal issue that contains this contribution, please visit the website of the American Institution of Higher Education and the American Journal of Educational Studies (

Duby, D. G., & Fischer, K. J. (2011). Self-Directed Learning and the Impact of Leadership: Analyzing Keys for Success from a Covenental Perspective. American Journal of Educational Studies, 4(1), 21-40.


The current state of education seems to beg for visionary changes to truly impact students and prepare them for the future. Self-directed learning models purport to do just that, by preparing students to be self-motivated, lifelong learners. While many educators seek to apply self-directed practices, research reveals that there are several obstacles that can hinder self-directed learning. Duby’s 2006 study of schools employing self-directed learning investigated how leaders successfully overcome these hindrances via specific leadership attitudes and behaviors that not only effectively overcame these obstacles, but are also reflected in the covenantal perspective of leadership. Using content analysis, this paper further explores the findings of Duby’s study of educational leaders, analyzing them within the covenantal construct developed by Fischer (2003), in order to better understand the relationship between effective leadership practice and the covenantal perspective. This study revealed intriguing similarities between particulars of the CFA model and the leadership practices exhibited in the self-directed learning schools. These similarities also present opportunities for future study, including whether visionary organizations are more apt to be motivated by covenantal principles and examining the type of for-profit organizations that are more apt to embody the tenets of CFA.