Value-
Value-based Leadership
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• Leaders have a responsibility to sustain and maintain
the culture of the institution by going beyond the
achievement of gaols to building purposes and
embodying them into everything that is done at school.
school.
Purpose in what is done transforms school members
from neutral participants to committed followers
(Sergiovanni 1991).
• Both the managerial and the moral dimension of the
school are important and the neglect of either one
creates problems.
• The discourse and understanding of management must
be matched by a discourse and understanding of ethics,
morality and spirituality (Grace 2000).
• The call of all those who have a leadership role in the
school is to foster not only a managerial approach but a
moral and spiritual orientation that should permeate the
life of their school.
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Leadership based on values and collaboration
• High performance in schools depends on a strong
sense of connectedness among the members. Parents,
teachers and students need to be bound together to a
set of shared purposes and ideals that are important and
which give to both the school and the members a sense
of direction. It transforms the group into a community
striving towards common aims and ideals (Sergiovanni
(Sergiovanni
2001).
• Schools that are driven by a community spirit base their
relationships and commitments not on rules or
bureaucratic dictates but on the school’
school’s values and
purposes – “centres”
centres” or “repository of values”
values”
(Sergiovanni,
Sergiovanni, 2001)
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• Cultural Model:
• values are at the heart of the organisation.
• as they move from the periphery to the heart of the
organisation they become more acquainted with the
values of the culture contributing to its development.
• consequently these values influence the behaviour of
the members creating a style of comportment
synonymous with the ideals of the institution.
• The more the members move towards full participation
the more they become part of the institution
intensifying ultimately an increased sense of identity
with the institution’
institution’s values and ideals.
• Effective Democratic leadership entails the
ability to empower others through delegation
after setting clear boundaries within which
different teams are expected to work. At the
same time the leader remains involved in
propelling the members to keep in perspective
of the vision of the organisation.
• This involves co-
co-ordination, team-
team-work and a
lot of support to the members especially at
critical moments in the life of the organisation
(Fullen 1998).
• This form of leadership carries dual
implications:
¾A sense of obligation and commitment
from the members.
¾A sense of obligation and commitment to
live out the school’
school’s ideals from the
leader/s. (Kam
(Kam--cheung Wong, 2001).
• This implies a moral standing on the part of the
leader. Leaders are expected to teach not only
through words but also through their actions.
• To be credible, leaders need to be truthful to
what they claim to believe in.
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Leaders can very often face difficult challenges
and certain conflicts can pose painful choices,
but it is precisely in these moments that
leaders have to show loyalty to the purpose
and values of the institution. They are
expected to take up the challenge and show
disagreement when the common goals and
values of the institution are threatened
(Lashway,
Lashway, 1996)
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Authoritative vs. Authoritarian
• When leadership is based on shared ideals and common
purposes he members within the setting are morally
bound to show allegiance to the values and purposes of
the organisation rather than the authority attached to
the office of the leader.
• “Authoritative”
Authoritative” leadership (Lakomski
(Lakomski,, 2001) – a
leadership derived from the agreement on ideas and a
strong interdependence towards which the members
are committed to.
• Authoritative leadership empowers the members to
take decisions and act in the light of values and ideals
commonly held within the organisation instead of
exerting power over the members to follow rules and
obligations.

• Authoritarian leadership
encompass a sense of control,
• Authoritative leadership style is
“goal-
goal-bound”
bound” that is committed to
• People opt to embark on projects and
exerting power over the members
in what, when and how they do
shared goals and purposes endeavours for intrinsic reasons, finding what
(Sergiovanni,
Sergiovanni, 1992)
things
• Members are empowered by their they are doing to be personally significant in its
• it is rule-
rule-bound. People follow
rules determined by the people at
leaders to follow shared values that
define the institution.
own right. What people believe in and what
the helm who are expected to set
the tone of the organisation.
• Members perceive these shared they feel obliged to do because of a moral
values as duties and obligations and
• individuality is de-
de-emphasised therefore feel morally bound to put commitment gets done and it gets done
while structure and commitment to them into practice.
rules abounds.
• It is more concerned with
successfully (Sergiovanni
(Sergiovanni,, 1992)
• structure within these settings obligations to agreements as a
tends to be hierarchical and source of authority instead of
vertical, with staff being submission to rules. Three rules of Motivation
accountable to their super
• Authority led by reason relying on Rule Motivation Involvement
Involvement
ordinates.
shared values rather than on power
or psychological manipulation. What gets rewarded gets done Extrinsic gain Calculated
What is rewarding gets done Intrinsic gain Intrinsic
What is good gets done Duty or obligation Moral
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• Characteristics that enhance intrinsic motivation: Abraham Maslow’

Maslow’s theory of motivation
™ allow for discovery, exploration, variety and challenge
™ provide high involvement with the task and high identity with
the task enabling work to be considered important and
significant.
™ allow for active participation.
™ emphasize agreement with respect to broad purposes and values
that bond people together at work. Self-actualisation
™ permit outcomes within broad purposes to be determined by the
members. Self-esteem
™ encourage autonomy and self-self-determination.
™ allow persons to feel like “origins”
origins” of their own behaviour rather Belonging
than “pawns”
pawns” manipulated from the outside.
™ encourage feelings of competence and enhance feelings of Safety
efficacy (Sergiovanni
(Sergiovanni,, 1990).
Physiological
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¾ Meaningfulness
¾ Responsibility
¾ Knowledge of results
3 determining factors for motivating people, helping
them experience intrinsic satisfaction at work.
(Hackmann and Oldham, 1976)
• When people perceive what they are doing as
worthwhile and important they engage more fully in
their endeavours.
• People who experience these feelings do not depend
any more on extrinsic forces to motivate them. They
get internal satisfaction from their work that eventually
induce them to higher levels of performance and
commitment.
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Characteristics of transformational leadership
• Listens carefully for the deeper dreams and desires that the
school community holds for the future of the institution.
• Respect for differences that motivates the members to
contribute more in the running of the institution.
• Need to keep the conversation among the members alive
through fostering the group’
group’s commitment to common issues,
values and goals that allow work to be meaningful.
• Role is to guide and nudge the group towards the realisation of
these goals.
• Often the need to relinquish their personal preferred image of
the future of their institution.
• Send important messages by how they use their time, whom they
reward and how they relate to those around them.
• Communicate through words and deeds to the group that his
role is not to dominate but to support each member in endorsing
in his own way the values and culture of the institution.
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• Leaders have to work with others as a team so as to
bring about change. They need to be skilful in social
skills of advocacy, inter-
inter-group relations, team building
and inspiration without domination (Grace 1997).
• This calls for ;
¾ The need of dialogue
¾ Participation from all the members
¾ Respect for the individual members and their ideas.
• Within this setting all the members need to have the
space and opportunities to debate policies and practices
together and bring about change within their
organisation.
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Transformational leadership
• Leaders define organisational reality through the
articulation of a vision which is a reflection of
how he/she conceptualise the organisation’
organisation’s
mission and the values that support it.
• A vision is a possible and desirable future state
of the organisation that excels in some way the
present one (Bennis
(Bennis and Nanus,
Nanus, 1985).
• The task of the leader is to influence the
members and secure substantial commitment of
their time and energy in realising these ends.
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• Lashway (1996):
• The leader has to strike the right balance
between “aggressive action”
action” and “watchful
waiting”
waiting”.
• For change to take place individuals must
change first before the institution can and
this happens in different ways and at
different rates.
• Transformational leaders are aware that
change is a process and it happens over
time.
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3 psychological states important in motivating
people at work
• Experience meaningfulness:
meaningfulness: the extent to which
a person perceives work as being worthwhile or
important, given her /his system of values.
• Experience responsibility:
responsibility: the extent to which a
person believes that she/he is personally
responsible or accountable for the outcomes of
his/her efforts.
• Knowledge of results:
results: the extent to which a
person is able to determine on a regular basis
whether or not the outcomes of her/his efforts
are satisfactory.
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 How can we as school leaders bring this to • Intrinsically satisfying work makes sense because
fruition it leads to higher levels of commitment and
• Use more of their talents and skills (skill variety) performance (effectiveness aspect)
• Engage in activities that allow them to see the whole and
understand how their contributions fit into the overall purpose
• Intrinsically satisfying work also makes sense
or mission (task identity) because it is right and good for teachers and
• View their work as having a substantial and significant impact on
on others to find their jobs satisfying and
the lives or work of other people (task significance)
• Experience discretion and independence in scheduling work and
meaningful (moral aspect)
in deciding classroom arrangements and instructional procedures
(autonomy)
• Get firsthand, and also from other sources, clear information
about the effects of their performance (feedback)

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