Professional Documents
Culture Documents
IN EDUCATION
1
The sources of authority for leadership
Sources Assumptions Leadership/Sup Consequen
when use of this ervisory ces
source is primary strategy
Bureaucrat Teachers are “Expect and With proper
ic subordinates in a inspect” is the monitoring
authority: hierarchically overarching rule. teachers
Hierarchy arranged system. Rely on respond as
Supervisors are predetermined technicians,
Rules and
trustworthy, but standards, to executing
regulations
subordinates are which teachers predetermin
(teachers ed scripts,
comply or not. must measure up.
and their
face Goals and interests Identify their
performance
consequenc of teachers and needs and “in-
is narrowed.
es) supervisors are not service” them.
the same, and Directly supervise
supervisors must be and closely
watchful. monitor the work
Hierarchy equals of teachers, to
expertise, and so ensure 2
supervisors know compliance.
Personal The goals and Develop a school Teachers
authority interests of climate respond as
Motivational teachers and characterized by required when
technology supervisors are high congeniality rewards are
Interpersonal not the same but among teachers available, but
can be bartered and between not otherwise;
skills Human
so that each side teachers and their
relations
gets what it supervisors. involvement is
leadership
wants. “Expect and calculated and
(teachers will
Teachers have reward.” performance is
want to comply needs, and if
because of the narrowed.
they are met at
congenial “what gets
work, the work
climate and the rewarded gets
gets done as
rewards.) done.”
required.
Congenial
relationships and Use
a harmonious psychological
interpersonal authority in
climate make combination with
teachers bureaucratic and
content, easier technical-
to work with, relational 3
authority.
Supervisors
must be experts
in reading
needs and in
other people-
handling skills,
to barter
successfully for
compliance and
increases in
performance.
Professional Situation of Promote a Teachers
authority practice are dialogue among respond to
Informed craft idiosyncratic, teachers that professional
knowledge and and no one best explicitly states norms; their
personal way exists professional practice
expertise Scientific values and becomes
(teachers knowledge and accepted tenets collective, they
respond in light professional of practice. require little
of common knowledge are Translate them monitoring,
socialization, different, with into professional and their
professional professional standards. performance is
values, accepted knowledge Give teachers as expansive.
4
created in use
The purpose of Require
scientific teachers to
knowledge is to hold one
inform, not another
prescribe accountable for
practice. meeting
Authority practice
cannot be standards
external but Make
comes from the assistance,
context itself support and
and from within
professional
the teacher.
development
Authority from opportunities
context comes available.
from training
and experience.
Authority from
within comes
from
socialization
and internalized
values 5
Moral authority Schools are Identify and Teachers
Felt obligation professional make explicit the respond to
and duties learning values and community
derived from communities. beliefs that values for moral
widely shared Communities define the centre reasons; their
are defined by of the school as a practice
community
their centres of community. becomes
values, ideas, and
ideals. shared values, Translate them collective, and
beliefs and into informal their
(teachers respond
commitments. norms that performance is
to shared govern
In communities, expansive and
commitments and behaviour.
what is sustained.
felt
considered right Promote
interdependence.
and good is as collegiality as
)
important as internally felt and
what works and morally driven
what is interdependence.
effective; Rely on the
people are ability of
motivated as community
much by members to
emotion and respond to duties
beliefs as by and obligations.
self-interests; 6
Rely on the
• Follow me leadership:
• it cannot work without some external force that
pushes or pulls people in a desired direction
• It requires follow up in the form of monitoring, to
ensure that the desired movement continue.
• Skilfully practised it gets people to cooperate, but
it cannot inspire the kind of commitment that will
make schools work well as it tends to induce
some sense of subordination.
• Moral leadership:
• Leadership is based on moral authority. Teachers
are expected to respond to shared commitments
and felt interdependence.
• Instead of asking the “why?” or “who to follow?”
question in doing things, the members start
asking “what to follow?” – the shared values and
beliefs that define us as community and the
ideals that define us as professionals.
• Than we will ask “why?”, because it is morally
right to do so. It is our duty and obligation. 7
• Instead of relying on rules and
interpersonal skills, leaders will be
able to rely on standards of practice
and professional norms as reasons
for doing things. Leadership itself
will become less direct and intense
as standards and norms take hold
(Sergiovanni, 1992)
• The norms and values associated
with professionalism as well as the
norms and values that define the
school as a learning community, will 8
The Head, Heart and Hand of
Leadership
• The heart the head the
hand
(what I value (my mindscape (my
decisions,
and believe) of how the world
actions and works)
behaviour)
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