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An appreciation by teachers of a significant gap between their current practices and those implied by the changes being proposed within their schools." perception, on the part of teachers, that participating in the school's change initiative is a significant but achievable challenge. Shedd and Bacharach (1991) argue that teaching provides intrinsic motivation under those restructuring initiatives which conceptualize teaching as a highly complex act and help teachers significantly expand their technical repertoires and their capacities to apply them reflectively and constructively. Contributing to the perception of a goal's achievability are opportunities to learn more about how the goal can be accomplished." perception by teachers that they know, specifically and concretely, what they will need to do (or that such specificity can be developed) eventually to implement changes being proposed for their school and classes. Both Shedd and Bacharach (1991) and Rosenholtz (1989) identify the importance of positive, constructive feedback to teachers as one means of meeting this condition." belief by teachers that they know the next manageable steps that need to be taken in their schools and classes eventually to accomplish the overall goals for change that their schools have set."
Related research has suggested that for organizational goals to become internalized by individuals, the following conditions also should be met:
Goal-setting processes should be highly participatory. Heald-Taylor (1991) found that when school goal-setting processes met this condition, teachers developed greater understanding of and commitment to school goals."
Goal-setting...
Leithwood, Dart, Jantzi, and Steinbach (1992) found that such ongoing efforts kept school goals alive in teachers' minds and contributed to a gradual increase in the meaningfulness of these goals for teachers." considerable body of evidence suggests that levels of teacher commitment are partially explained by variation in such personal attributes as age, gender, education, and teaching level (e.g., Cheng, 1990; Hrebiniak & Alutto, 1972; Kushman, 1992; Shaw & Reyes, 1992). This evidence seems to be largely accounted for by the effects of these personal attributes on teachers' goals."
Thomas Sergiovanni. (2006) Leadership as stewardship. Taken from: Jossey-Bass Inc. The Jossey-Bass Reader on Educational Leadership. Jossey-Bass Publishers, Michael (INT) Fullan.
Many school administrators are practicing a form of educational leadership that is based on moral authority, but often this practice is not acknowledged as leadership. The reason for this is that moral authority is underplayed and that the management values undergirding this authority are largely unofficial."
The official values of management lead us to believe that leaders are characters who singlehandedly push and pull organizational members forward by the force of personality, bureaucratic clout, and political know-how. Leaders must be decisive. Leaders must be forceful. Leaders must have vision. Leaders must successfully manipulate events and people, so that vision becomes reality. Leaders in other words must lead."
Leadership (Administrative) Practices
