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Leadership and

Excellence in
Schooling
Excellent schools need
freedom within boundaries.

THOMAS J. SERGIOVANNI

It is in and through symbols that man, Excellence is readily recognized in together and with spirit; and accom-
consciously or unconsciously, lives, works our ordinary experiences. It is difficult plishments are readily recognized. To
and has his meaning.
-Thomas Carlvle to put our finger on what makes a say excellent schools have high morale
particular athletic or artistic perform- or have students who achieve high test
s your school a good school? When ance excellent. But we know excellence scores or are schools that send more
Joan Lipsitz posed this question to when we see it. The earmarks of an students to college misses the point.
.principals of the excellent middle excellent piano performance may be Excellence is all of these and more.
schools she studied, she found that thev found not in the notes played but in the
had difficulty defining what made their pauses between them. Clearly, excel- Excellence, Not Competence
schools special or what the dimensions lence is multidimensional, holistic. Should we expect more from our
of excellence in schooling were. "You Competence, by contrast, is marked schools than the satisfaction of knowing
will have to come and see my school," by mastery of certain predetermined, they're performing "up to standard" and
was the typical response. I essential fundamentals. The piano stu- that students are competent performers?
dent achieves mastery and thus is able to Most surveys indicate that basic skill
play the notes flawlessly and deliver a learning and developing fundamental
Thomas 1. Sergiovanni is Professor and performance recognized as technically academic competence-the indicators
Chairperson, Department of Adminis- competent. of effectiveness common to the school
tration, Higher and Continuing Educa- Similarly, we know excellent schools effectiveness literature-are paramount
tion, University of Illinois, Urbana- when we experience them, despite diffi- goals in the minds of most parents and
Champaign. This article is based on The culties in definition. In excellent teachers. But, pushed a bit further,
Lillian Radford Lecture, "The Forces of schools things "hang together"; a sense parents and teachers provide a more
Leadership," given at Trinity University, of purpose rallies people to a common expansive view of excellence, which
San Antonio, Texas, November 14, cause; work has meaning and life is includes developing a love of learning,
1983. significant; teachers and students work critical thinking and problem-solving
EDUcATIONAL LEADERSHIP
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4 EDUCATIONAL LEADERSHIP
7-
i~~~~~~~~ t

;"S.A f I
nA

~~~~~~~~~~~~~~~~~~~~~P-~i-I. .1-l
l1_*
skills, aesthetic appreciation, curiosity and teachers to bring about or preserve
and creati ith, interpersonal compe- changes needed to improve schooling
tence. and so )n. Parents want a com- At least fixe leadership forces can he
plete education for their children. In- identified:
deed our societ% requires it. Our young * Technical--derived from sound
need to become cultured, educated citi- management techniques
zens able to participate filly in society, * tluman--derived from harnessing
not just trained workers with limited available social and interpersonal re-
potential for such participation. sources
important differences exist among in- * Educational-derived from expert
competent, competent, and excellent knowledge about matters of education
schools arid their leaders. Schools man- and schooling
aged by incompetent leaders simply * Symbolic-derived from focusing
don't get the job done. Typically, such the attention of others on matters of
schools are characterized by confusion importance to the school
and inefficiency in operation and mal- * Cultural-dcrivcd from building a
aise in human climate. Student unique school culture
achievement is lower in such schools. The first two forces have dominated
Teachers may not be giving a fair day's the leadership literature in recent years
work for a fair day's pay. Student absen- and loom large in training programs
teeism, discipline, and violence mav be offered through ASCI)'s National Cur-
a problem Conflict may characterize riculum Study Institutes.
interpersonal relationships among facul- I The technical leader assumes the
ty or between faculty and supervisors. role of "management engineer." By em-
Parents mav feel isolated from the phasizing such concepts as planning
school. Competent schools, by contrast, and time managemient technologies,
measure up to these and other standards contingency leadership theories, and or-
of effectiveness. They get the job done ganizational structures, the leader pro-
in a satisfactors manner. Excellent vides planning, organizing, coordinat-
schools, however, exceed the expecta- ing, arid scheduling to thie life of the
tions necessary to be considered satisfac- school An accomplished management
tory. Students in such schools accom- engineer is skilled at manipulating strat-
plish far more and teachers work much egies and situations to ensure optimum
harder than can ordinarily be expected. effectiveness.
2. The human leader assumes the role
Leadership Forces and Excellence of "human engineer." By emphasizing
Leadership has several aspects, each of such concepts as human relations, in-
which contributes uniquely to school terpersonal competence, and instru-
competence and to school excellence. mental motivational technologies, she
The current focus in leadership theory or he provides support, encouragement,
and practice provides a limited view, and growth opportunities to the school's
dwelling excessively on some aspects of human organization. The skilled engi-

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leadership to the virtual exclusion of neer is adept at building and maintain-
others. Unfortunately, these neglected ing morale and using such processes as
aspects of leadership are linked to excel- participatory decision making.
lence-a revelation now unfolding from 3. The educational leader assumes the
recent research on school effectiveness role of "clinical practitioner," bringing
and school excellence. expert professional knowledge and bear-
Aspects of leadership can be described ing as they relate to teaching effective-
metaphorically as forces available to ad- ness, educational program development,
ministrators, supervisors, and teachers and clinical supervision. The clinical
as they influence the events of school- practitioner is adept at diagnosing edu-
ing. Force is the strength or energy cational problems; counseling teachers;
brought to bear on a situation to start or providing for supervision, evaluation,
stop motion or change. Leadership and staff development; and developing
forces can be thought of as the means curriculum. One wonders how such
L
available to administrators, supervisors, essential concerns of school leadership
EDUCATIONAi. I ,IADFRSHIP
6 EDUCATIOtNAL I.FADERSHIP
could, for so long. have been neglected seeking out and visibly spending time
in the literature of educational adminis- with students; downplaving manage-
"Important
tration.
In an earlier era the educational as-
ment concerns in favor of educational differences exist
ones; presiding over ceremonies, rituals,
pects of leadership were center stage in and other important occasions; and pro- among
the literature of educational administra-
tion and supervision Principals were
viding a unified vision of the school
through proper use of words and actions
incompetent,
considered to bhe instructional leaders, are examples of leader activ ities associat- competent, and
and an emphasis on schooling charac- ed with this fourth forcec
terized unisersith training programs. Purposing is of major concern to the excellent schools.
However. advances of management and
social science theory in educational ad-
symbolic force. Peter \'aill defines pur-
posing as "that continuous stream of
... Students in
ministration and supervsision soon actions by an organization's formal lead- excellent schools
brought to center stage technical and ership \vhich has the effect of inducing
human aspects. John Goodlad has been clarits. consensus, and commitment re- accomplish far
a persistent critic of the displacement of
educational aspects of leadership in fa-
garding the organization's basic pur-
poses."' Students and teachers alike
more and
vor of technical and human. He argues, want to know what is of value to the teachers work
"But to put these matters at the center, school and its leadership; desire a sense
often for understandable reasons of sur- of order and direction; and enjoy shar-
much harder
vival and expediencs . is to commit a ing this sense with others. They respond than can
fundamental error which ultirnatelv, to these conditions with increased work
will hasc a negative impact on both motivation and commitment. ordinarily be
Of less concern to the svmbolic force
education and one's own career Our
work, for which we will be held acccoun- is the leader's behavioral style. Instead,
expected."
table, is to maintain, justif', and artic- what the leader stands for and commu-
ulate sound. comprehensive programs of nicates to others is emphasized. The
instruction for children and youth."2 object of symbolic leadership is the stir-
He states further, "It is now time to ring of human consciousness, the inte-
put the right things at the center again. gration and enhancing of meaning, the
And the right things have to do with articulation of key cultural strands that
assuring comprchensive. qualih' cduca-
tional programs in each and ever'
school under our jurisdiction. "
The technical, human. and educa-
tional forces of leadership, brought to-
gether in an effort to maintain or im-
prove schooling, provide the critical
mass needed for competent schooling. A
deficit in anv one of the three upsets this
critical mass, and less effective school-
ing is likely to occur. Recent studies of
excellence in organizations suggest that
despite the link between these three
aspects of leadership and competence in
schooling, their presence does not guar-
antee excellence. Excellent organiza-
tions, schools among them, are charac-
terized by other leadership qualities;
forces described here as symbolic and
cultural.
4. The symbolic leader assumes the
role of "chief" and by emphasizing selec- . W.

tive attention (the modeling of impor-


tant goals and behaviors) signals to oth-
ers what is of importance and value.
Touring the school; visiting classrooms;
FEBRUARY 1984
identify the substance of a school, and
the linking of persons involved in the
school's activities to them. As Lou
Pondy suggests "What kind of insights
can we get if we say that the effectiveness
of a leader lies in his ability to make
activity meaningful for those in his role
set-not to change behavior but to give
others a sense of understanding what
they are doing, and especially to articu-
late it so they can communicate about
the meaning of their behavior?"" Pro-
viding meaning and rallying people to a
common cause constitute effectiveness
in symbolic leadership.
Leaders typically express symbolic as-
pects of leadership by working beneath
the surface of events and activities and
searching for deeper meaning and val-
ue. As Robert J. Starratt suggests, lead-
ers seek to identify the roots of meaning
and the flow and ebb of daily life in
schools so that they might provide stu-
dents, teachers, and members of the
community with a sense of importance,
vision, and purpose about the seemingly
ordinary and mundane. Indeed, these
leaders bring to the school a sense of
drama in human life that permits per-
sons to rise above the daily routine.
They are able to see the significance of
what a group is doing, and indeed could
be doing. They have a feel for the
dramatic possibilities inherent in most
situations and are able to urge people to
go beyond the routine, to break out of
the mold into something more lively
and vibrant. And finally, symbolic lead-
ers are able to communicate their sense
of vision by words and examples. They
use easily understood language symbols,
which communicate a sense of excite-
ment, originality, and freshness. These
efforts provide opportunities for others
in the school to experience this vision
and to obtain a sense of purpose so that
they might come to share in the owner-
ship of the school enterprise more
fully. 6
Warren Bennis argues that a compel-
ling vision is the key ingredient of lead-
ership in the excellent organizations he
studied. Vision refers to the capacity to
create and communicate a view of a
desired state of affairs that induces com-
mitment among those working in the
organization.- Vision, then, becomes
8 EDUCATIONAL. L.EADERSHIP
the substance of what is communicated 2 Educational. sy-mibolic. and cul- Culture and Purpose: Essenia of
as sysmbolic aspects of leadership are tural leadership forces are situational Excellence
emphasized. and contextual. deriving their unique Culture building and practicing the art
5. The cultural leader assumes the role qualities from specific matters of educa- of purposing arec the essentials of ssm-
of "high priest." seeking to define. tion and schooling. These qualities dif- bolic and cultural leadership forces.
strengthen, and articulate those endur- ferentiate educational leadership, super- Culture can be described as the collec-
ing values, beliefs, and cultural strands vision, and administration from tive programming of the mind that dis-
that give the school its unique identity. management and leadership in general. tinguishes the members of one school
As high priest the leader is engaged in 3 Technical. human. and educa- from another. " ' Cultural life in schools
legacy building, and in creating, nurtur- tional aspects of educational leadership is constructed realih-. and leaders pli' a
ing. and teaching an organizational forces are essential to competent school- ke- role in building this realits. School
saga,'" which defines the school as a ing, and their absence contributes to culture includes values. s-mbols. be-
distinct cntihtv within an identifiable cul- ineffccti-encss. The strength of their liefs. and shared meanings of parents.
ture. The v ords clan or tribe come to presence alone, hos-eecr. is rot suffi- students. teachers. and others conceised
mind. Leader activities associated with cient to bring about excellence in as a group or communitt- Culture go'-
the cultural force include articulating schooling. erms what is of %worthfor this group and
school purposes and mission, socializing 4. Cultural and symibolic aspects of hows members should think. feel. and
new members to the culture; telling substantive leadership forces are esscn- behave 1The "stuff" of culture includes
stories and maintaining or reinforcing tial to excellence in schooling. Their a school's customs and traditions: his-
myths, traditions, and beliefs; explain- absence. how ever. does not appear to torical accounts. stated and unstated un-
ing "the was things operate around negativel affect routine competence. derstandings; habits. norms. and expec-
here"; developing and displaying a sys- ,. The greater the presence of a tations; common meanings and shared
tem of ssmbols ox cr time; and rewarding leadership force higher in the hierarchy. assumphions. The more understood. ac-
those who reflect this culture. the less important (beyond some un- cepted. and cohcsice the culture of a
knossn minimuniu presence) are others school. the better able it is to mole in
The net effect of the cultural force of below. concert toward ideals it holds and obpec-
leadership is to bond together students, tives it wishes to pursue.
teachers, and others as believers in the
work of the school. Indeed, the school
and its purposes are somewhat revered Figure 1. The Leadership Forces Hierarchy
as if they resembled an ideological sys-
tem dedicated to a sacred mission. As
persons become members of this strong
and binding culture, they are provided
with opportunities for enjoying a special
sense of personal importance and signif-
icance. Their work and their lives take
on a ne'C importance. one characterized
bv richer meanings, an expanded sense
of identit., and a feeling of belonging to
something special-all highly' motivat-
ing conditions."
Before further pursuing the powerful
forces of symbolic and cultural leader-
ship. let's viesw the five forces in the
form of a leadership hierarchy as depict-
ed in Figure 1. The following assertions
can be made about the relationships of
these forces:
I. Technical and human leadership
forces are generic and thus share identi-
cal qualities swith competent manage-
ment and leadership wherever they are
expressed. 'The! are not, therefore.
unique to the school and its enterprise 4
regardless of how important they may
be.
FEBRUARY 1984 9
All schools have cultures: strong or we do fHlow are we unique? Flow do I fit
weak, functional or dysfunctional. Suc- into the scheme of things? Answering
cessful schools seem to have strong and such questions pro-sides an orderliness
functional cultures aligned with a vision to one's school life derived from a sense
of excellence in schooling. This culture of purpose and enriched meanings.
serves as a compass setting to steer peo- "The task of leadership is to create the
ple in a common direction; provides a moral order that binds them . . . and
set of norms that defines what people the people around them," notes Thom-
should accomplish and how; and pro- as B. Greenfield.''
vides a source of meaning and signifi- James Quinn states, "'Ihe role of the
cance for teachers, students, administra- leader, then, is one of orchestrator and
tors, and others as they work. Strong, labeler: taking what can be gotten in the
functional cultures are domesticated in way of action and shaping it-generally
the sense that they emerge deliberate- after the fact-into lasting commitment
ly-they are nurtured and built by the to a new strategic direction. In short, he
"
school leadership and membership. makes meanings. '
Leadership as culture building is not
Weak cultures, by contrast, result in a
a new idea, but one solidly imbedded in
malaise in schools characterized by a
our history and well known to successful
lack of understanding of what is to be
school and other leaders. In 1957, Phil-
accomplished and a lack of excitement
lip Selznick wrote:
for accomplishment itself. Sometimes
cultures are strong and dysfunctional. The art of the creatisc leader is the art of
institution building, the reworking of human
In this case, students mav have banded and technological materials to fashion an
together to build a strong culture direct- organism that embodies new and enduring
ed at disrupting the school or coercing values. To institutionalize is to infuse
other students to misbehave or perform with value bevond the technical require-
ments of the task at hand. The prizing of
poorly. Teachers, too, can be sources of social machinery beyond its technical role is
problems in strong, dysfunctional cul- largely a reflection of the unique way it
tures if they place their own interests fulfills personal or group needs Whenever
first. In some schools, for example, an individuals become attached to an organiza-
informal culture may exist with strong tion or a was of doing things as persons
rather than as technicians, the result is a
norms that dictate to faculty how they prizing of the dev ice for its own sake. From
should behave. It might be unaccept- the standpoint of the committed person, the
able, for example, for teachers to take organization ischanged from an expendable
work home with them or to visit with tool into a valued source of personal satisfac-
students after school. Teachers who are tion. .The institutional leader, then, is
primarily an expert in the promotion and
working very hard might be considered protection of values. 3
as "eager beavers" or "rate busters," and
as a result find themselves distanced And in 1938, the noted theorist,
from this culture. Cultures of this sort Chester Barnard, stated the following
about executive functions:
might be referred to as wild. Wild cul-
tures are not in control of administra- The essential functions are, first to provide
tors, supervisors, parents, teachers, and the system of communications; second, to
promote the securing of essential efforts; and
students as a cohesive group. They de- third, to formulate and define purpose ..
velop more informally or willy-nilly It has already been made clear that, strictly
When a dysfunctional wild culture ex- speaking, purpose is defined more nearly by
ists in a school, excellence requires the the aggregate of action taken than by any
formulation in words. 1
building of a new, strong culture.
Culture building requires school Freedom with Restrictions
leaders to give more attention to the Excellent schools have central zones these central zones become sources of
informal, subtle, and symbolic aspects composed of values and beliefs that take identity for teachers and students, giving
of school life. Teachers, parents, and on sacred or cultural characteristics. meaning to their school lives. The focus
students need answers to some basic Indeed, it might be useful to think of of leadership, then, is on developing
questions: What is the school about? them as having an official "religion," and nurturing these central zone pat-
What is important here? What do we which gives meaning and guides appro- terns so that they provide a normative
believe in? Why do we function the way priate actions. As repositories of values, basis for action within the school.
10 EDUCATIONAL LEADERSHIP
Manam Flam, Pnncipal, Oakland Terrace Elementary
School, Montgomery County Schools, Maryland

In some respects, the concept of cen- to recent developments in organization- pling to describe the wavs in which
tral zone suggests that effective schools al theory which describe schools as be- schools are organized. ' Indeed Weick
are tightly structured. That is, they are ing loosely structured entities. James G. believes that one of the reasons for
organized in a highly disciplined fash- March, a noted organizational theorist, ineffectiveness in schooling is that
ion around a set of core ideas, which speaks of educational organizations as schools are managed with the wrong
spell out the way of life in the school being organized anarchies. II Similarly, theory in mind.
and govern behaviors. This is in contrast Karl Weick uses the phrase loose cou-
FEBRUARY 1984 II
Figure 2. The Forces of Leadership and Excelence in Schooling
Leadership Role Theoretical
Force Metaphor Constructs Examples Reactions Link to Excellence
1. Technical "Management * Planning and time * Plan, organize, co- People are managed
engineer" management tech- ordinate, and as objects of a me-
nologies schedule chanical system. They
* Contingency lead- * Manipulate strate- react to efficient man-
ership theories gies and situations agement with indif-
* Organizational to ensure optimum ference but have a
structure effectiveness -low tolerance for in- Presence is important
efficient manage- to achieve and main-
ment. tain routine school
competence but not
2. Human "Human 0 Human relation su- 0 Provide needed People achieve high sufficient to achieve
engineer" pervision support satisfaction of their excellence. Absence
* "Linking" motiva- Encourage growth interpersonal needs. results in school inef-
tion theories and creativity They like the leader fectiveness and poor
* Interpersonal cornm- Build and maintain and the school and morale.
petence morale respond with positive
* Conflict manage- 0 Use participatory interpersonal behav-
ment decision making ior. A pleasant atmo-
* Group cohesive- sphere exists that fa-
ness clitates the work of
the school.
3. Educational "Clinical a Professional knowl- 0 Diagnose educa- People respond posi- Presence is essential
practitioner" edge and bearing tional problems tively to the strong to routine compe-
* Teaching effective- 0 Counsel teachers expert power of the tence. Strongly linked
ness * Provide supervision leader and are moti- to, but still not suffl-
* Educational pro- and evaluation vated to work. They cient for, excellence
gram design 0 Provide inservice appreciate the assist- in schooling. Ab-
* Clinical supervision * Develop curriculum ance and concern sence results in Inef-
provided. fectiveness.
4. Symbolic "Chief" 0 Selective attention 0 Tour the school People learn what is
* Purposing a Visit classrooms of value to the leader
* Modeling 0 Know students and school, have a
* Preside over cere- sense of order and
monies and rituals direction and enjoy
* Provide a unified vi- sharing that sense
sion with others. They re-
spond with ncreased
motivaton and com-
mitment.
Presence is essential
5. Cultural "High priest" * Climate, clan, cul- 0 Articulate school People become be- to excellence In
ture purpose and mis- lievers in the school schooling though ab-
* Tightly structured sion as an Ideological sys- sence does not ap-
values-loosely * Socialize new mem- teen. They are memn- pear to negatively im-
structured system bers ber of a strong cul- pact routine compe-
* Ideology 0 Tell stories and ture that provides tence.
* "Bonding" motiva- maintain reinforc- them with a sense of
tion theory ing myths personal Importance
Explain SOn and slificance and
* defne unqsess work meaningfulness.
e*Deelop anddJI. which is highly moti-
ply renforcing vatlng.
* efld thoe who
reflect the culture

Contemporary thought. Weick ar- lems and responses to these problems.


gues, assumes that schools are charac- In fact, he notes, none of these proper- People need to be part of sensible projects.
terized by four properties: the existence ties are true characteristics of schools Their action becomes richer, more confi-
of a self-correcting rational system and how they function. Effective school dent, and more satisfying when it is linked
with important underlying themes, values
among people who work in a highly administrators in loosely coupled and movements . administrators must
interdependent way; consensus on goals schools, he observes, need to make full be attentive to the 'glue' that holds loosely
and the means to obtain these goals; use of symbol management to tie to- coupled systems together- because such forms
coordination by the dissemination of gether the system. In his words: are just barely systems '
information; and predictability of prob-
EDUCATiONAL LFADFRSHIP
12
12 EI)DUCATIONAL LEADERSHIP
Wcick continues: leadership and excellence in schooling. Champaign: Universih of Illinois Pess.
The administrator who manages symbols Included for each force are the domi- 1984).
does not ijust sit in his or her office mouthing nant metaphor for leadership role and 'Louis Ponds. "Leadership Is a Langua
clever slogans. Eloquence must he dissemi- behavior; important theoretical con- Game." in Leadership Where Elbe Can We
nated. And since channels are unpredict- structs from which such behavior is Go? eds. Morgan W' McCall. Ir. and
able, administrators must get out of the office
and spend lots of time one on one--both to derived; examples of the behaviors in Michael M. Lombardo (Durham. N C.:
Duke Univxersih Press. 198'1. p 94.
remind people of central visions and to assist school leadership; reactions of'teachers
them in applving these visions to their own and others to the articulation of leader- 'Sce. for example. his "-.Aostoli- Leader-
activities. The administrator teaches people ship," Jesuit Commission on Recarch and
ship forces; and links of each force to Development. San lose, Ca.. June. 1977
to interpret what thev are doing in a com- school competence and excellence.
mon language. '" (available from the Commission of Fordhani
As leaders are able to better under- Unisersih. Lincoln Center. NeS Yorl.
Recent obscnrations about the school stand and incorporate each of the five N.Y. ; and "Contemporary Talk on Leader-
effectiveness literature point out that forces. they must be prepared to accept ship: Too Man- Kings in the Parade?' Notr
effective schools arc not loosely coupled some additional burdens. Svmbolic and Dame loural of Education 4. 1 (193T .
or structured at all but instead are tightly cultural forces are vecs powerful influ- AVarren Bennis. "Transformation Power
coupled. 19 My interpretation of the ences of human thought and behavior. and Leadership" in T. . Sergiovanni and I
school effectiveness excellence literature People respond to these forces bv bond- E. Corbally. op cit
leads mc to believe that these schools ing together into a highly normative- "Burton R. Clark. "The Organizatul
are both tightly coupled and loosely cohesive group, and this group in turn Saga in Higher Education." Adminstatiw
coupled, an observation noted as %vellby bonds itself to the school culture in an Science Quarterhl 17. 2719.72.
Peters and Waterman in their studies of almost irrational was. The "cult" meta- 'See. for example. Thomas I Peters and
Robert H Waterman. IJr. In Smn"h of
America's best-run cooperations. There phor communicates well the nature and E'-eellence (N.Y.: Harper & Row. 198'21
exists in excellent schools a strong cul- effect of extremely strong bonding. How pa::icularl! Chapter 4; and T. I._ Sergio-
ture and clear sense of purpose, wvhich strong is the bonding of excellent vanni. "Motivahonl to Wortk Satisfaction
defines the general thrust and nature of schools' Is it possible that there are and Qualitb of Life in Schools." Issues in
life for their inhabitants. At the same limits beslond which bonding works Education: A Forum of Research ard Opn-
time, a great deal of freedom is given to against excellence' As bonding grows. ion I. 2t19Sh4
teachers and others as to hou these one is apt to "think" less and "feel" "I,. Hofstedc. Cultures Conseluens
essential core values arc to be honored more about wsork and commitments to (Beverles Hills: Sage Publicatons. 1980Wp.
and realized This combination of tight school. 13
structure around clear and explicit No eass ansvwer exists to this problem. "Thomas B. Greenfield. "Leaders and
Schools: VWilfulness and Non-Natural Order
themes, which represent the core of the But the burdens of leadership will be
in Organization." in T. 1-Scrgiovanni and I
school's culture, and of autonomv for less if leadership functions and roles are E. Corballh. ol. cit.
people to pursue these themes in ways shared and if the concept of leadership 'lames B. .Qwinn. "Formulating Straerg
that make sense to them, ma! well be a density were to emerge as a viable re- One Step at a Time." loumal ot Businea
kev reason for their success. placement for principal leadership. The Strategy (Winter 1981 : .9
The combination of tight structure moral and ethical foundation for leader- "Phillip Selznick. Leadership and Ad-
and loose structure corresponds ver' ship will be strengthened if leaders place ministration: A Sociologcal Interpretati
well to three important human charac- outer world concerns (such as the wel- (N.Y.: Harper & Ro'. 1971.
teristics associated with motivation: fare of schooling) before inner concerns I'Chester I. Bamard. The Functiomsofth
commitment, enthusiasmn, and loyalty for self-expression and personal success. Executive. Cambridge. Mass.: Hanard Uni-
sersih Press. 1968. p sii
to school. Teachers, students. and other Leaders might select as their slogan
"Michael D. Cohen. James G. Mairh.
school staff need to: Kant's admonition, "Act so that you and Johan Olson. "A Garbage Can Model of
I Find their work and personal lives treat humanity, whether in sour own Organizational Choicc'." .Administrat Sci-
meaningful, purposeful. sensible, and person or in that of another. always as ence Quarterl , I-. 11972: 1-25.
significant an end and never as a means only." '6Karl E Weicr. "Administering Educa-
2. Have some reasonable control over tihon in Looselh Coupled Schools.- Phi Dwta
their work activities and affairs and to be Kappan 27. 2 (June 1982): 6"3-676.
able to exert reasonable influence over 'loan Lipsitz. Successful Schools for '-Ibid , p. 6;.
work scrnits and circumstances Young Adolescents tNev Brnlns-ick. NJ.: "Ibid., p. 6-6.
3. Experience success, think of them- Transaction Books. 1983). Aailable from "See,. for example. hichael Cohen. -In-
the Center for Earls Adolescence at the structional Management and Social Condi-
selves as winners, and receive recogni- Universith of North Carolina-Chapel Hill in tions in Effective Schools." in Schol Fi-
tion for their success. Carrboro, N.C. ) nance and School Improvement; Linages in
People are willing to make a signifi- :John Goodlad. "Educational Leadership: the 1980's. eds. Allan Odden and L. Dean
cant investment of time, talent, and Tos-ard the Third ra,'" Educational Lead- Webb 1983 Yearbook of the Amerin
cnergy in exchange for enhancement ership. 3, (Januarn1978): 326. Educational Finance Association.
and fulfillment of these three needs. 2" 'Ibid. p 331 '"See.for example. Peters and 'aterman.
4Peter B \Vaill. "The Purposing of High op. cit.; Scrgioanni. op. cit.; and l- Richard
Leadership Density Performing Systems," in Leadership and Or- Hackman and Greg R. Oldham. Wort Redr-
Figure 2 provides a summarv of the ganizationalCulture, eds.. Thomas I Scr- sign (Reading. Mass: Addison-Wesle-.
relationship between the five forces of giovanni and John E. Corball! (Urbana- 19801.

FEBRUARY 1984 13
Copyright 1984 by the Association for Supervision and Curriculum
Development. All rights reserved.

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