Moral Leadership Lect 3

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Value-based Leadership
• Cultural Model:
• values are at the heart of the organisation.
• as they move from the periphery to the

heart of the organisation they become
more acquainted with the values of the
culture contributing to its development.
• consequently these values influence the
behaviour of the members creating a style
of comportment synonymous with the
ideals of the institution.
• The more the members move towards full
participation the more they become part
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of the institution intensifying ultimately an
• Leaders have a responsibility to sustain
and maintain the culture of the institution
by going beyond the achievement of gaols
to building purposes and embodying them
into everything that is done at school.
Purpose in what is done transforms school
members from neutral participants to
committed followers (Sergiovanni 1991).
• Both the managerial and the moral
dimension of the school are important and
the neglect of either one creates
problems.
• The discourse and understanding of
management must be matched by a
discourse and understanding of ethics,
morality and spirituality (Grace 2000).
• The call of all those who have a leadership
role in the school is to foster not only a 3
• Effective Democratic leadership
entails the ability to empower others
through delegation after setting clear
boundaries within which different
teams are expected to work. At the
same time the leader remains
involved in propelling the members
to keep in perspective of the vision of
the organisation.
• This involves co-ordination, team-
work and a lot of support to the
members especially at critical
moments in the life of the 4
Leadership based on values and
collaboration
• High performance in schools depends on a
strong sense of connectedness among the
members. Parents, teachers and students
need to be bound together to a set of
shared purposes and ideals that are
important and which give to both the
school and the members a sense of
direction. It transforms the group into a
community striving towards common aims
and ideals (Sergiovanni 2001).
• Schools that are driven by a community
spirit base their relationships and
commitments not on rules or bureaucratic
dictates but on the school’s values and 5
• This form of leadership carries dual
implications:
A sense of obligation and
commitment from the members.
A sense of obligation and
commitment to live out the
school’s ideals from the leader/s.
(Kam-cheung Wong, 2001).
• This implies a moral standing on the
part of the leader. Leaders are
expected to teach not only through
words but also through their actions.
• To be credible, leaders need to be
truthful to what they claim to believe 6
Leaders can very often face
difficult challenges and certain
conflicts can pose painful choices,
but it is precisely in these
moments that leaders have to
show loyalty to the purpose and
values of the institution. They are
expected to take up the challenge
and show disagreement when the
common goals and values of the
institution are threatened
(Lashway, 1996)
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Authoritative vs.
Authoritarian
• When leadership is based on shared ideals
and common purposes he members within
the setting are morally bound to show
allegiance to the values and purposes of
the organisation rather than the authority
attached to the office of the leader.
• “Authoritative” leadership (Lakomski,
2001) – a leadership derived from the
agreement on ideas and a strong
interdependence towards which the
members are committed to.
• Authoritative leadership empowers the
members to take decisions and act in the
light of values and ideals commonly held
within the organisation instead of exerting 8
• Authoritarian leadership • Authoritative leadership
encompass a sense of style is “goal-bound” that
control, exerting power is committed to shared
over the members in what, goals and purposes
when and how they do (Sergiovanni, 1992)
things • Members are empowered
• it is rule-bound. People by their leaders to follow
follow rules determined by shared values that define
the people at the helm the institution.
who are expected to set • Members perceive these
the tone of the
shared values as duties
organisation.
and obligations and
• individuality is de- therefore feel morally
emphasised while bound to put them into
structure and commitment practice.
to rules abounds. • It is more concerned with
• structure within these obligations to agreements
settings tends to be as a source of authority
hierarchical and vertical, instead of submission to
with staff being rules.
accountable to their super • Authority led by reason
ordinates.
relying on shared values 9
• People opt to embark on projects and
endeavours for intrinsic reasons,
finding what they are doing to be
personally significant in its own right.
What people believe in and what
they feel obliged to do because of a
moral commitment gets done and it
gets done successfully (Sergiovanni,
Three rules of Motivation
1992)
Rule Motivation
Involvement
What gets rewarded gets done Extrinsic gain
Calculated
What is rewarding gets done Intrinsic gain
Intrinsic
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What is good gets done Duty or obligation
• Characteristics that enhance intrinsic
motivation:
 allow for discovery, exploration, variety and
challenge
 provide high involvement with the task and high
identity with the task enabling work to be
considered important and significant.
 allow for active participation.
 emphasize agreement with respect to broad
purposes and values that bond people together at
work.
 permit outcomes within broad purposes to be
determined by the members.
 encourage autonomy and self-determination.
 allow persons to feel like “origins” of their own
behaviour rather than “pawns” manipulated from
the outside.
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 encourage feelings of competence and enhance
Abraham Maslow’s theory of
motivation
Self-actualisation
Self-esteem
Belonging
Safety
Physiologic
al 12
 Meaningfulness
 Responsibility
 Knowledge of results
3 determining factors for motivating
people, helping them experience intrinsic
satisfaction at work. (Hackmann and
Oldham, 1976)
• When people perceive what they are doing
as worthwhile and important they engage
more fully in their endeavours.
• People who experience these feelings do
not depend any more on extrinsic forces to
motivate them. They get internal
satisfaction from their work that
eventually induce them to higher levels of13
Transformational
leadership
• Leaders define organisational reality
through the articulation of a vision
which is a reflection of how he/she
conceptualise the organisation’s
mission and the values that support
it.
• A vision is a possible and desirable
future state of the organisation that
excels in some way the present one
(Bennis and Nanus, 1985).
• The task of the leader is to influence
the members and secure substantial
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Characteristics of
transformational leadership
• Listens carefully for the deeper dreams and
desires that the school community holds for the
future of the institution.
• Respect for differences that motivates the
members to contribute more in the running of the
institution.
• Need to keep the conversation among the
members alive through fostering the group’s
commitment to common issues, values and goals
that allow work to be meaningful.
• Role is to guide and nudge the group towards the
realisation of these goals.
• Often the need to relinquish their personal
preferred image of the future of their institution.
• Send important messages by how they use their
time, whom they reward and how they relate to
those around them.
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• Communicate through words and deeds to the
• Lashway (1996):
• The leader has to strike the right
balance between “aggressive
action” and “watchful waiting”.
• For change to take place
individuals must change first
before the institution can and
this happens in different ways
and at different rates.
• Transformational leaders are
aware that change is a process
and it happens over time. 16
• Leaders have to work with others as a
team so as to bring about change. They
need to be skilful in social skills of
advocacy, inter-group relations, team
building and inspiration without
domination (Grace 1997).
• This calls for ;
 The need of dialogue
 Participation from all the members
 Respect for the individual members and
their ideas.
• Within this setting all the members need
to have the space and opportunities to
debate policies and practices together and17
3 psychological states important
in motivating people at work
• Experience meaningfulness: the
extent to which a person perceives
work as being worthwhile or
important, given her /his system of
values.
• Experience responsibility: the extent
to which a person believes that
she/he is personally responsible or
accountable for the outcomes of
his/her efforts.
• Knowledge of results: the extent to
which a person is able to determine 18
How can we as school leaders
bring this to fruition
• Use more of their talents and skills (skill variety)
• Engage in activities that allow them to see the
whole and understand how their contributions fit
into the overall purpose or mission (task identity)
• View their work as having a substantial and
significant impact on the lives or work of other
people (task significance)
• Experience discretion and independence in
scheduling work and in deciding classroom
arrangements and instructional procedures
(autonomy)
• Get firsthand, and also from other sources, clear
information about the effects of their
performance (feedback) 19
• Intrinsically satisfying work makes
sense because it leads to higher
levels of commitment and
performance (effectiveness aspect)
• Intrinsically satisfying work also
makes sense because it is right and
good for teachers and others to find
their jobs satisfying and meaningful
(moral aspect)
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• as they move from the periphery to the

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