This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.

Outlining origins of the field and latest research trends, this Research Handbook offers a unique and cutting-edge take on the numerous avenues to responsible management in the 21st century. Renowned contributors present iconic viewpoints that have formed the foundation of responsible management research, introducing cutting-edge conceptual lenses for the study of the responsible management process.