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s;~nic. In the broad context of the leadess who founded this country. for example. Ellis nored
that ~ ~ leven i ~ the ~ t most cornmittcd democrats among the "founding f'athess" did was
sornew.hat a func~ion of the circumhtances in nfhich they found tliemsel\.es: "inherited
cil-cu~iistances define the pal-arnetcrs u-ithin u:hich.. .leadership takes place" (2000. p. 185).
Notions of leadership and vision are closely intertu~ined. Leaders are paradigm
pioncers (Barker, 1988). These indi\.iduals craft the furuse ~hrougli their \.ision. The>. do not
\i.:~ir !-or it to happen. In a study of 12 highly effecri\!e educational leaders \.ision contained
tu:o dimensions (Shei\.e A Schoenheit. 1957). .4n organizational \.ision, created by the leader
foci~scd on the specific outcomes they wished to see de\-eloped in their schools. Secondl>~.
these leadc~.\ PI-cjkssed :I universal \-ision that transcended the local condition and articulated
[heir scner:tl philosophy of education.
Tr;~nsl~or~uatio~i:~l Icaders ~noti\.ate their foIlo\~.ership b>' assisting them to higher
or.dcl. ~~\!~~~holcr~ic;tI needs. nerds for esteem. autonorn\.. and self-actualization (Ser_rio\-anni.
I (jc)() ). I.., 111, l\\ '11-L, I ~ ~ \ ~ > I I . b! L ~ I ~.~CLI\III; 011 r~iord q~~e\tion\. Transfc>r~i~iitic)nal leitder3
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