The Forces of Leadership & The Culture of Schools

The Principalship: A Reflective Practice Perspective (Sergiovanni, 1995)
Chapter 5: The Forces of Leadership and the Culture of Schools


In this chapter, Sergiovanni reinforces the idea of the Principal being the most important individual in a school and goes on to discuss 5 forces of leadership that the Principal is capable of exerting over the school.


=====================================
“In many ways the school principal is the most important and influential individual in any school... It is his leadership that sets the tone of the school, the climate for learning, the level of professionalism and morale of teachers and the degree of concern for what students may or may not become...” (US Senate, 1972)

“Everyone wants the power to run schools in one way or another – the central office, the union, the board, the parents, the special-interest groups.... The power, the authority (to change) is somewhere else, though not necessarily the responsibility.” (Boyer, 1983: 219)

“Key to realising the potential for leadership in the principalship is to recognise that schools provide opportunities ... that spring from unique characteristics that schools possess.

...The work of schooling is considered to be important

...Teachers are typically highly educated and committed workers

...Teaching has the potential to provide variety, interest and challenge

...Schools can be fun and exciting places to work

...Schools (frequently) take on strong identities from common purpose and mission

...Being part of such strong identities can be highly motivating and exhilarating

Successful principals understand these unique characteristics of schools as organisations and have learned to use them as a basis for generating forceful leadership.” (Sergiovanni, 1995:84)

“Principals who lead seem to be highly goal-oriented and have a keen sense of goal clarity.” (Blumberg and Greenfield, 1980: 246)

Successful Principals

-       Are alert to, or create opportunities to affect what is going on in school

-       Rely heavily on long-term operational goals BUT emphasis day-to-day actions as well

-       Have a good sense of self, feel secure as individuals and as principals at work, and are able to accept failure as failure of an idea rather than as failure of self as a person

-       Have a high tolerance for ambiguity and can work in loosely structured environments

-       While respecting authority, test limits of boundaries and do not make pre-mature assumptions about what they can or cannot do

-       Are sensitive to the dynamics of power in the school community, and accomplished in establishing allies and building coalitions to harness this power on behalf of the school

-       Approach problems from an analytical perspective, and are able to remove themselves from the problem/ situation and not be consumed by it

Forces of Leadership (Sergiovanni, 1995:84-89)

The Technical Force – Leadership derived from using sound management techniques.

Proper management is a basic requirement of all organisations if they are expected to function properly day by day and to maintain support from external constituents.

Principals provide planning, organising, coordinating and scheduling to the school and are skilled at manipulating strategies and situations to ensure optimum effectiveness. 

Principals emphasise concepts such as planning, time management, contingency leadership theories and organisational structures.

The Human Force – Leadership derived from harnessing the school’s human resources.

High student motivation to learn and high teacher motivation to teach are prerequisite for quality schooling and must be effectively addressed by principals.

Principals provide support, encouragement, and growth opportunities for teachers and others.

Principals emphasise human relations, interpersonal competence, and instrumental motivational techniques.

The Educational Force – Leadership derived from expert knowledge about matters of education and schooling.

Our work, for which we will be held accountable, is to maintain, justify, and articulate sound, comprehensive programmes of instruction of children and youth.

Principals provide expert professional knowledge and bearing to teaching, educational programme development and supervision.

Principals emphasise diagnosing educational problems, counselling teachers, developing curriculum, and providing for supervision, evaluation and staff development.

Expression of the Educational Force can take two forms.

-       Principal as strong instructional leader (for less competent /committed teachers)

-       Principal as knowledgable colleague who engages with teachers on an equal basis on matters of teaching and learning (for more mature, competent teachers)

The Symbolic Force – Leadership derived from focusing the attention of others on matters of importance to the school.

Students and teachers alike want to know what is of value to the school and its leadership; they desire a sense of order and direction and enjoy sharing this sense with others.  They respond to these conditions with increased work motivation and commitment.

Principals provide clarity, consensus, and commitment to a unified vision of the school through proper use of words and actions.

Principals emphasise selective attention to or modelling of important goals and behaviours so as to signal to others what is important and valuable in the school.

The Cultural Force – Leadership derived from building a unique school culture.  (Managing

The net effect of the Cultural Force of Leadership is to bond students, teachers and others together to the work of the school.  They are provided opportunities to enjoy a special sense of personal importance and significance. Their work and lives take on new importance, characterised by richer meanings, an expanded sense of identity, and a feeling of belonging to something special – all of which are highly motivating conditions.

Principals provide definition and articulation to the enduring values, beliefs and cultural strands that give the school its unique identity.

Principals emphasise the articulation of school purposes and mission, the socialising of new members to the school, telling stories or reinforcing myths, traditions and beliefs, developing and displaying a system of symbols and rewarding those who reflect this culture.