Leadership and Management Development in Education (Education ...

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MODELS OF EDUCATIONAL LEADERSHIP15Interpersonal intelligence is the authentic range of intuitive behavioursderived from sophisticated self-awareness, which facilitates effectiveengagement with others. (Ibid.: 2)Interpersonal leadership links to collegiality in that it stresses the importanceof collaboration and interpersonal relationships (Tuohy and Coghlan 1997).Bennett et al.’s (2000) research with nine English primary schools providesevidence about the significance of interpersonal leadership and itscontribution to a collegial approach to school management:In four of the sample schools the headteacher was seen as leading fromwithin the staff with strong interpersonal relationships. Here, staff intervieweesreferred to ‘teams’, ‘friends working together’ and ‘certainty ofconsultation and support’. In this situation … collegiality may be morereadily achieved. (p. 347)Transactional leadershipBush (2003) links transactional leadership to the political model. Miller andMiller (2001) contrast it with transformational leadership:Transactional leadership is leadership in which relationships with teachersare based upon an exchange for some valued resource. To the teacher,interaction between administrators and teachers is usually episodic, shortlivedand limited to the exchange transaction. Transformational leadershipis more potent and complex and occurs when one or more teachersengage with others in such a way that administrators and teachers raiseone another to higher levels of commitment and dedication, motivationand morality. Through the transforming process, the motives of the leaderand follower merge. (p. 182)Miller and Miller’s (2001) definition refers to transactional leadership as anexchange process. Exchange is an established political strategy for members oforganisations. Heads and principals possess authority arising from their positionsas the formal leaders of their institutions. They also hold power in theform of key rewards such as promotion and references. However, the headrequires the co-operation of staff to secure the effective management of theschool. An exchange may secure benefits for both parties to the arrangement.The major limitation of such a process is that it does not engage staff beyondthe immediate gains arising from the transaction. As Miller and Miller’s definitionimplies, transactional leadership does not produce long-term commitmentto the values and vision being promoted by school leaders.
16LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONPostmodern leadershipBush (2003: 127) notes that post-modern leadership aligns closely with his subjectivemodel of management. It is a relatively recent model of leadership,which has no generally agreed definition. For example, Starratt’s (2001) discussionof ‘a postmodern theory of democratic leadership’ (p. 347) does not definethe concept beyond suggesting that postmodernism might legitimise the practiceof democratic leadership in schools.Keough and Tobin (2001: 2) say that ‘current postmodern culture celebratesthe multiplicity of subjective truths as defined by experience and revels in theloss of absolute authority’. They identify several key features of postmodernism:• Language does not reflect reality.• Reality does not exist; there are multiple realities.• Any situation is open to multiple interpretations.• Situations must be understood at local level with particular attention todiversity. (Ibid.: 11–13)The postmodern model offers few clues to how leaders are expected to operate.This is also a weakness of the parallel subjective model. The most useful pointto emerge from such analyses is that leaders should respect, and give attentionto, the diverse and individual perspectives of stakeholders. They should alsoavoid reliance on the hierarchy because this concept has little meaning in sucha fluid organisation. Starratt (2001) aligns postmodernity with democracy andadvocates a ‘more consultative, participatory, inclusionary stance’ (p. 348), anapproach which is consistent with participative leadership.Sackney and Mitchell (2001: 13–14) also stress the centrality of individualinterpretation of events while also criticising transformational leadership aspotentially manipulative: ‘Leaders must pay attention to the cultural and symbolicstructure of meaning construed by individuals and groups … postmoderntheories of leadership take the focus off vision and place it squarely on voice.’Instead of a compelling vision articulated by leaders, there are multiple visionsand diverse cultural meanings.Moral leadershipThis model assumes that the critical focus of leadership ought to be on the values,beliefs and ethics of leaders themselves. Authority and influence are to bederived from defensible conceptions of what is right or good (Leithwood et al.1999: 10). Sergiovanni (1984: 10) says that ‘excellent schools have central zonescomposed of values and beliefs that take on sacred or cultural characteristics’.Subsequently, he adds that ‘administering’ is a ‘moral craft’ (1991: 322). The
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