View/Open - Drake University

i~p~>rn;~ch~> to leadership Sound in the literature suggest a gcnesal landscape of leadership
theorjl: charismatic, u.here the senses of vision and mission are of great importance:
inspil-a~ional. where the pro~~ision of symbols to focus effort is apparent: intellectual
stimulation. in which sational and careful problem sol\.ing is important: and indi\,idualized
corlsicleri~tion. i\.hcrc the tseatment of each employee is particular to hiqlher needs. Lesourd.
Tsacz, and Grady ( 1992) added the category "\.isionary" to Bass's four preceding roles. In the
i.isionary rclle of t~.ansformational leader. one would see e\,idence of strong personal
con\.iction\. ripsous ik~osk ethic, innovative practice. and personal irnase of the future of the
osg~inizatinn.
h4~1ch of the emerging leader-ship research for school administrators that is particularly
relc.\.ant to [his btudy has focused on transfol-niational leadership. One of the strongest
OCLI~CS of transformational leadership. Burns ( 1978). defines transformational leadership in
;~c~iori a\ "\+.he11 one or more persons engage n.ith others in such a ua!. that leaders and
Ic\llr)\\c*~.\ I.;II\C one. ;~ricrrhcr to 1ii~Iic.r Iei.el\ ot'rnnti\.ation 2nd moralit!. . . . thcir purpo\e\
I>L*L.OII~C I~~\c'cl" I p.20~. \+'tlcn \uch Ic;rdc.r\hip i\ e\.idenced. >i_rnitic;rnr change can occur
\4 1111111 OI-;;II~I/;I~IOI~\. For csa~~iplt'. r~'an\li~~-marie commitment
10 01 ~;II~~/.IIIoI~.I~ g0;11\ ( l-~xitti\i ooel. .I;IIII/~. ~k Fern;~n~lez. lL)9-3~1. 10 iti~i~ul;ltc ext1-3 effo~~ on
l~c~li;~ll'ol [tic ~I-;;IIII/;I~~~II'\ nii~\ion. &i~iti 10 pro\ ILIC Src'11cr i~~l\ \;~ti\!.~c[it~n (B;I>~ c!! .\\~IIL>.
10i)4 I \IOII\ ,IIL,L~ I I ~ ~ I1tii1;11\ I \ gc~lc~~;~ll!. 11i;llic ctTor15 III tllt' or appr'o:~ch .iLi(>ptt.J I?! 1c.tiicr~tiil~.
1101 ;ill I c ; I ~ I ~ ~ I . \\.lth11\
\ ~ ~ \ ~
;t I!~>c 11c'cd !)c rb\.li!I! [ilC