CHAPTER 8 TEACHING AND LEADERSHIP
2.4 THEORIES AND MODELS OF LEADERSHIP
2.4.14 A distillation
The contributions of these thirteen authors have been distilled into a set of what I have termed ‘the hallmarks of leadership’. This in turn has been further collated into a set of leadership indicators (see figure 2.6, 2.7, and Appendix J).
This is just one of many possible distillates of leadership, any of which is dependent upon the authors selected and the emphases that those authors assert. I have selected these authors and hallmarks on the merits of their contribution towards contemporary leadership beliefs and practices, as well as their perceived (by myself) relevance to teaching /learning, (see Figure 2.6 below).
41 FIGURE 2.6: HALLMARKS OF LEADERSHIP
ADAIR (individual, team and task needs are met); BURNS (idealised influence, individualised consideration, intellectual stimulation, inspiration); COLLINS (personal humility, professional will, inculcating a commitment to a vision, high performance standards); GEORGE ET AL. (authentic leadership); GOLEMAN (self-confidence, realistic self-assessment, self-deprecating, sense of humour, trustworthiness and integrity, comfort with ambiguity, openness to change, strong desire to achieve, manages own emotions, reads others’ emotions, commitment to the organisation, able to build and keep talent, cross-cultural sensitivity, service to clients and customers, effectiveness in leading change, team-building and team leadership capacity, good relationships); GREENLEAF (listening, empathy, awareness, persuasive, conceptualiser, foresight, good stewardship, commitment to growth); HALPERN AND LUBAR (being present, expressiveness, reaching out, self-knowing); KETS DE VRIES (sociability, receptivity, dependability, analytical intelligence, surgency, emotional intelligence);
KOESTENBAUM (courage, vision, ethics, reality); MACCOBY (strategic intelligence);
PURKEY ET AL. (respect, intentionality, optimism, trust); TUTU (affirming, compassionate, generous, warm and welcoming); ZANDER (speak possibility, enrol every voice in the vision, make others powerful).
Source: Summarised for this study from the literature reviewed above.
This categorisation allows for the development of an ‘observation checklist’, which can be used in the observation of teacher leadership in the classroom (see Chapters 3 and 4 and Appendix D) and which also provides a theoretical framework for the study.
These extracted views have in turn been collated into sets, each of which groups together those aspects of similar implication. Altogether there are four sets of leadership indicators, namely, knowing, being, doing and relating (see Figure 2.7). For this classification I have adapted the ‘Four Pillars of Education’ (i.e. learning to know, learning to do, learning to live together and learning to be) as proposed in the Report of the International Commission on Education for the Twenty-First Century (Delors, 1996, p.86). A fuller description of the four pillars is developed in Chapter 3. This is the first
42 time, to the best of my knowledge, that leadership capabilities, competences or attributes have been thus classified.
FIGURE 2.7: INDICATORS OF LEADERSHIP
Summarised for this study from the literature review above.
Two pertinent quotations appear in Fromm’s (1976, p. i) influential book To have or to be?:
“The way to do, is to be”
“People should not consider so much what they are to do, as what they are”
The first is attributed to Lao Tzu, ( century B.C.), and the second to Meister Eckhart ( These quotations underscore the importance of who the leader is in relation to what he or she does. Valid and authentic leadership starts with the character and person of the leader. It is because leaders are that they are able to ‘know’, ‘relate’ and ‘do’.
century mystic- from the 2004 translation by R.B.Blakney).
Jaworski (1996, p.64) writes:
The kind of leadership that effects lasting change is centred on the being aspect of leadership.
In November 1990 Sathya Sai Baba, the Chancellor of Sai University in India, articulated what has come to be known as the Mahavakya (i.e. the ‘great utterance’ or
‘eternal truth’) on leadership:
He summed up the distillate of the leadership process in just eight words; To Be, To Do, To See, To Tell. (Chibber, 1995, pp.15-17)
KNOWING
UNDERSTANDING CONCEPTS
KNOWING ABOUT SELF KNOWING THOSE WE LEAD
RELATING
AFFIRMING COMMUNICATING PRESENCE REACHING OUT RECEPTIVITY RESPECT SOCIABILITY BEING
AUTHENTIC
VALUES & PRINCIPLES ANALYTICALLY INTELLIGENT EMOTIONALLY INTELLIGENT PERSONALITY INTELLIGENT SERVING
STRATEGICALLY INTELLIGENT SURGENT
DOING
ENVISION EMPOWER &
ENROLL INSPIRE MOBILISE MEET NEEDS
43 Being is described as the fundamental source, with doing, seeing and telling as
the example and functions of leadership. The value of this study resides in the extent to which contemporary wisdom and understanding of leadership have relevance to the work of the teacher of pupils in a class, and his/her ability to utilise and apply the lessons of twenty-first century (and earlier) leadership experience from outside of education so as to meet the goals and achieve the purposes of education.
2.5.6 Concluding the chapter
A summary of the hallmarks and indicators deduced above from the thirteen writers whose work has been considered in this literature review and as shown in Figures 2.6 and 2.7 is contained in Appendix J. This summary has been used to construct a chart for use with observation of teachers for this study (see Appendix D). The indicators and hallmarks will further guide the discussion on the critical questions of this study.
Chapter three will be used to establish writings on other aspects of teaching and leadership, and deal with frequently discussed issues with which this study becomes concerned.
i A report on leadership, which was over two hundred pages and contained more than 7,500 citations, concluded that there is “no clear and unequivocal understanding of what distinguishes leaders from non- leaders, effective leaders from ineffective leaders.” (Rouche, J., Baker, G. and Rose, R. (1989). Shared Vision: Transformational Leadership in American Community Colleges. Washington D.C.: Community College Press, p. 19.)
44 CHAPTER 3: MORE GUIDE BOOKS – PLACES LESS TRAVELLED