Research Question

The question I'm asking is this: How do educational leaders come to believe what they do about children, education, educational systems, and leadership?

It's important to point out that I'm not especially interested in the content of the beliefs of educational leaders, but in the process by which they come to their beliefs, the experience of coming to those beliefs. The phenomenon.

So, this question touches on phenomenology and epistemology. Of late, I've been wrestling with the intractable ideas of Husserl who seems to describe what this dissertation is striving to be, and William James, who seems, a hundred years ago, to have described the phenomenon of epistemology as I'm finding it among the administrators.