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Chapter 1

The Principal

The Principal:
Creative Leadership for Excellence in
Schools, 7e

2011 Pearson Education, Inc.


All rights reserved.
The Principal: A Creative Blend of
Substance and Style
Social Systems Theory
The School Improvement Plan
The School: The Context for Leadership
Schools as Machines
Schools as Organisms
Schools as Brains
Reflection
School expectations
Tightly Coupled and Loosely Coupled Organization
Leadership Perspectives
Single-Loop and Double-Loop Learning

The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-2 All rights reserved.
The Principal: The Role in Context
Leadership as Philosophy in Action
Espoused Values and Values in Use
Leadership from a Values Perspective
Shared Vision and Authority
Contrasting the Transactional and Transformational
Ethical Responsibilities of Transformational Leadership
Management and Leadership
Roles and Functions
Management and Leadership

The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-3 All rights reserved.
Assumptions of Transactional
Leadership
Leadership is a Leadership is bound

function of within the context of


organizational the situation (tasks,
position. responsibilities, and
Leadership is presented problems)
goal-centered and Leadership is
goals are driven dedicated to goal
by organizational achievement.
needs.

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Schools, 7e 1-4 All rights reserved.
Therefore Transactional Leaders
(i.e. Managers):
Control their organizations through the
manipulation of power designed to:
* Make individuals perform (task),
* Feel good about performing
(consideration), and
* Perform at their level of competency
(maturity).
- Foster, W. (1989)

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Schools, 7e 1-5 All rights reserved.
The Individualistic View of
Leadership Fails to Consider:
That leadership is That it involves
always context mutual negotiations
bound and shared
leadership roles
* It occurs in a social
community * It cannot occur
without
* It is the result of followership
human interaction
* Many times the two
and negotiations are interchangeable

Foster (1989)

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Power.

Transformational leadership is
accomplished when leaders delegate
and surrender power over people and
events in order to achieve power over
accomplishments and goal achievement
Authentic accountability, the authority to
match responsibility, is granted.

- Sergiovanni (1989)
The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-7 All rights reserved.
Authorship without power is isolating
and splintering. Power without
- Bolman can
authorship & Deal, Leading With Soul
be dysfunctional and,
1995, p. 108
oppressive.

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Schools, 7e 1-8 All rights reserved.
Bass First and Second Order
Change Theory
First Order Change Second Order Change
(Transactional): (Transformational):
Determine Raise subordinates
subordinates needs awareness
Seek to provide Encourage
appropriate rewards commitment to
organizational goals
Respond to self-
interests that match
Foster a broadening of
subordinates needs
organizational goals and wants

-Bass (1985, p.20)

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Schools, 7e 1-9 All rights reserved.
Moral Leadership

Professional Authority (craft


knowledge and personal expertise)
and
Moral Authority (Obligations and duties
resulting from shared values and ideas)
added to
Traditional Authority

Sergiovanni
The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-10 All rights reserved.
Moral Leadership: 4 Substitutes
for Leadership Added
School Norms A Collegiality
shared covenant Members join
binds members together in shared
around common support while still
values and beliefs. developing self-
The Professional management and
Ideal Members self-leadership skills.
accept responsibility Rewarding Work
for their professional Members see their
development and work as meaningful
service to students. and are accountable.

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Schools, 7e 1-11 All rights reserved.
Transformational Leadership

Such leadership occurs when one or more


persons engage with others in such a way
that leaders and followers raise one another
to high levels of motivation and morality.
Their purposes, which might have started
out as separate but related become fused.

Burns, J., 1978, Leadership.

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Schools, 7e 1-12 All rights reserved.
Leadership is More Than
Management for
It is oriented not just toward the
development of more perfect
organizational structures, but toward a
reconceptualization of life practices where
common ideals of freedom and
democracy stand important.
-Foster, W. (1989, p.52)

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Schools, 7e 1-13 All rights reserved.
Transformational Leaders

Engage with followers but from higher


levels of morality
* Goals and values are enmeshed and
leaders and followers are raised to
higher levels of judgment
Ask from followers
Are involved in the creation of new
social realities
- Foster, (1989)
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Schools, 7e 1-14 All rights reserved.
Such Leadership is Founded on
Moral Relationships:
It critiques social conditions (and followers
roles in maintaining those conditions).

It offers new possibilities (visions) for


social arrangements (and points out
followers roles in changing situations).

It helps to raise the followers


consciousness regarding what is and
what could be.

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Schools, 7e 1-15 All rights reserved.
Four Criteria for the Practice of
Leadership
Leadership must be critical

Leadership must be transformative

Leadership must be educative

Leadership must be ethical

- Foster, (1989)

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Leadership as Educative

Fosters an analysis
* Considers organizational history, purpose, and
power distribution
* Reflects on institutional arrangements
Stimulates a vision
* Encourages consideration of alternative ways of
operating
* Raises followers consciousness of social
conditions

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Schools, 7e 1-17 All rights reserved.
Leadership as Critical

Examines previous conditions of social


life and subjects them to critique
Questions their appropriateness for all
individuals..

Views human beings as capable of


reordering their present conditions (i.e.
constructing their own reality)

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Schools, 7e 1-18 All rights reserved.
Leadership as Ethical

Is founded on the fact of moral


relationships
Is intended to elevate people to new
levels of morality
Is oriented toward democratic values
within community
Promotes self-reflection and yet
interdependent membership within
community.
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Schools, 7e 1-19 All rights reserved.
Leadership as Transformative

Is oriented toward social change

Raises human consciousness

Requires a community of believers

The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-20 All rights reserved.
Transformational Leadership is:

A transforming practice
* It is and must be socially critical
An empowerment of followers
* It does not reside in one individual but in the
relationship between individuals
A vehicle for organizational change
* It is oriented toward social vision and change
not
simply organizational goals.
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Transformation
It is not a radical It happens in
restructuring of a everyday events
social order; rather When commonplace
it is (observed) in leaders exert some
small doses in the effect on their
activities of various situations
groups and
individuals who - Foster, W. (1989,
hope to make some pp. 52-53).
sort of difference.

The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-22 All rights reserved.
Cooperation

There is no enduring cooperation without


the creation of faith, the catalyst by
which human effort is enabled
Cooperation, not leadership, is the
creative process; but leadership is the
indispensable fulminator of its forces.
- Barnard, (1968,
p.259)

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Leaders Lead By
Challenging the Process
Inspiring a Shared Vision
Enabling Others to Act
Modeling the Way
Encouraging the Heart

- Kouzes. J. and Posner, B., 1987, The Leadership Challenges,


p. 8.

The Principal: Creative Leadership for Excellence in 2011 Pearson Education, Inc.
Schools, 7e 1-24 All rights reserved.
Leadership, in the final analysis, is the ability
of humans to relate deeply to each other in the
search for a more perfect union. Leadership is
a consensual task, a sharing of ideas and a
sharing of responsibilities, where a leader is a
leader for the moment only, where the
leadership exerted must be validated by the
consent of the followers, and where leadership
lies in the struggles of a community to find
meaning for itself.
- Foster, (1989, p.61)

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Schools, 7e 1-25 All rights reserved.

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