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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000002529208 | LB2805.S47 1992 | Open Access Book | Book | Searching... |
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Summary
Summary
"A vision of what could (and probably should) be. . . . The reader may want to revisit some sections for further reflection."
--Educational Leadership
"An excellent book that offers much to the seasoned administrator and should be on the list of required reading for introductory administration classes."
--NASSP Bulletin
Moral Leadership shows how creating a new leadership practice--one with a moral dimension built around purpose, values, and beliefs--can transform a school from an organization to a community and inspire the kinds of commitment, devotion, and service that can make our schools great. Sergiovanni explains the importance of legitimizing emotion and getting in touch with basic values and connections with others. He reveals how true collegiality, based on shared work and common goals, leads to a natural interdepAndence among teachers and shows how a public declaration of values and purpose can help turn schools into virtuous communities where teachers are self-managers and professionalism is considered an ideal.
Author Notes
THOMAS J. SERGIOVANNI is Lillian Radford Professor of Education and Administration, senior fellow at the Center for Educational Leadership, and founder of the Trinity Principal's Center at Trinity University in San Antonio, Texas. He is the author of several books, including The Lifeworld of Leadership, Leadership for the Schoolhouse, and Building Community in Schools.
Reviews 1
Choice Review
A shift is taking place in the idea of educational leadership, which no longer is thought of as just a management technique, but rather as a moral art (see C. Hodgkinson's Educational Leadership: The Moral Art, 1991). Sergiovanni (Value-Added Leadership: How to Get Extraordinary Performance in Schools, 1990) is one of the leaders in this movement. In the present book, he believes that focusing directly on leadership obscures school problems and blunts school improvement. Leadership values need to be understood and practiced, and leadership authority needs to be expanded. Secular authority, science, and deductive logic dominate current leadership thought and practice. Values that need to be added are sense experience, intuition, sacred authority, and emotion. This expanded foundation is the "moral dimension in leadership." Readers could misconstrue some of these values, particularly "sacred" authority, which might better be called "duty," but Sergiovanni's account is clearly and fully persuasive. His idea of leadership is, in fact, broadly democratic. The book is augmented with useful references and tables and figures that summarize the discussion. Graduate students and faculty and informed general readers. R. R. Sherman; University of Florida
Table of Contents
| Reinventing Leadership |
| What Motivates? What Inspires? |
| The Sources of Authority for Leadership |
| Subsitutes for Leadership |
| Creating a State of Flow at Work |
| Followership First, Then Leadership |
| Collegiality as a Professional Virtue |
| The Virtuous School |
| Leadership as Stewardship: "Who's Serving Who?" |
| Epilogue: The Antidote Can Become the Poison |
| Appendix A Core Leadership Values: Appleton, Wisconsin, School District |
| Appendix B A Vision for the School System in the Year 2000: Peel Board of Education, Ontario |
| Appendix C Our Values: Center for Creative Leadership, Greensboro, North Carolina |
| Appendix D Reflections on a Democratic Structure for Leadership in New Schools |
