Abstract

Purpose
Fundamental aspects of educational leadership preparation programs regarding social justice are embodied in program design elements, yet the scholarly community did not adequately address these issues.

Design/methodology/approach
The essay suggests that organizational theories dealing with person-environment fit can shed light on the models, possibilities, and limitations of various preparation programs.

Findings
The essay proposes a meta-conceptual framework that builds on Schneider’s attraction-selection-attrition theory and on the socialization literature to classify leadership preparation programs by design. In addition, the paper reflects on the implications of program design in relation to the power and the responsibility of the faculty.

Originality/value
The essay argues that design decisions made by the faculty a priori enable and constrain its power and responsibility. The conclusion is that design decisions should be made by faculty with awareness of these issues.