An End to
Closed Information SystemsIn the autobiographies of principals, Brubaker (1995) identified a changing context for educational leaders and a movement away from the "arrogance of a closed information system" (p. 88), where information, or lack thereof, determined a person's power position in the educational hierarchy. These closed information systems were characterised by beliefs that staff did not need or could not handle information other than that given to them by bureaucratic superiors. Because these educational leaders were more politicians than educators, they often told staff only what they thought staff wanted to hear. Although their rhetoric often centred on instruction, student learning and staff development actually received limited consideration. "Administrators were committed to preserving the status quo at all costs, and honesty was often replaced by rationalisation" (Brubaker, 1995, p. 89). It is my contention that such leaders resemble the dinosaurs who were not able to survive in their changing environment.
Education
Reform and Educational LeadershipRecently legislators, the business community, professional organisations and parents have all demanded more access to information about schools and more input into educational decision making. In this context of education reform, a number of reports released in the United States during the mid-1980's underscored the role of school administrators in facilitating change (Bjork & Ginsberg, 1995). "The image of forceful principal leadership in curriculum and instruction became embedded in the minds of policy makers as a critical element of school reform" (Hallinger & Anast, 1992, p. 410). This perspective required a significant shift in role expectations for principals. Whereas principals had traditionally functioned primarily as managers of the status quo, they were publicly lauded as change agents.
A growing body of literature also added credence to reformers by emphasising that change would not likely occur unless superintendents and principals were directly involved, committed to change, and served as transformative intellectuals (Bjork & Ginsberg, 1995; Lumsden, 1992; Marsh, 1992). "As a result university educational administration programs were also challenged to ensure that prospective principals would be able to work in restructured school contexts, learn new roles, mitigate the effect of bureaucratic controls that stifle the teaching and learning process, and serve as effective catalysts for change" (Bjork & Ginsberg, 1995, p. 13).
Political Pressures and Educational Leadership"In the 90's, superintendents and principals are expected to do it all" (Brubaker, 1995, p. 90). Education reform and calls for accountability are increasingly politicising the work of educational leaders at the same time as they have been told to take a larger role in curriculum and instruction and also to be supportive and humanistic with their students, staff and parents. Principals have indicated that current educational changes cause pressure for them because of a perceived need to do more, know more and be more accountable in an unstable environment (Townsend, 1996). A common theme which has emerged is the lack of time to accomplish all that needs to be done and the difficulty in finding time to be the reflective practitioner which is expected (Brubaker, 1995). The frustration of always being the "person in the middle" is a major concern for many educational leaders.
Survey results have indicated that a number of principals are fairly solitary people, detached from staff, students and each other (Townsend, 1996). Being a school leader may be lonely, stressful work, and often leaders cannot rely on their immediate peers for support because they may feel they are in competition (Krovetz, 1995). In a school district the superintendent sets the tone for principals, who in turn influence the lives of teachers. "The irony is that superintendents and principals who continue to view their role as primarily political diminish the importance of their own learning. They become walking contradictions - a confusing model that attracts others with a similar weakness" (Brubaker, 1995, p. 92).
Technology and
Educational LeadershipTechnology is also influencing the context of educational leadership.
Technology...is destiny. Never before have schools faced such rapid rates of technological change. Never before has technology so directly affected teaching and learning. Never before have schools been so challenged by alternative information delivery systems. Never before have students experienced instantaneous world-wide communications in the classroom.
Incorporating technology for instruction, evaluation and management requires that school cultures develop a new alertness and flexibility. Some technologies will prove beneficial, other less so. The discerning school will know the difference. The discerning school also will train for the skills required to be technologically competent. (Principals for our Changing Schools, 1990, p. 6)
This information technology context creates considerable demands, as well as exceptional opportunities, for schools and their leaders (Principals for our Changing Schools, 1990; Townsend, 1996). A better utilisation of resources, especially human talent and initiative, is required. Under these conditions, leaders must possess the skills to manage change and to create collaborative action. The challenge for educational leaders is to use local talent to identify and accomplish the missions of changing, globally-driven schools (Principals for our Changing Schools, 1990).
Societal Transformations and Educational Leadership
"We live in a world where pluralism, consumerism, increased mobility, fragmentation, democracy and increasing access to news and information is in; and where absolute truth, stability, traditionalism and simplicity are either questioned or simply passe" (Howard-Hamilton, Echevarria Rafuls & Puelo, 1995, p. 141). Educational leaders need to take an inclusive and collaborative approach in order to work effectively with contemporary families. Major trends and issues which affect society and, as a result, influence our schools include violence in the community, changing family structures, increasing diversity in our culture, advancing technological developments and an unstable economic and political environment (Greenfield, 1995; Howard-Hamilton, Echevarria Rafuls & Puelo, 1995; Houston, 1996). Given the paradoxes occurring in every facet of today's society, educational leaders must grapple with how to support and empower students and parents who live in our transformative world.
The chaotic pace of today's society is largely based on the value we place upon time-saving immediacy, the push for more and better, and our emphasis on what we do, rather than who we are (Howard-Hamilton, Echevarria Rafuls & Puelo, 1995). Family members are often faced with frantic, frequently conflicting schedules in which they struggle to maintain cohesiveness. It is important for educational leaders to understand that the critical difference between well-functioning and troubled families is not found in their form, but in the quality of their relationships and their adaptive processes. Students and families need to be viewed with an appreciation for their resourcefulness, rather than primarily focussing on deficiencies and problems. Regardless of the design for implementation, educational leaders need to create opportunities for families and communities to become part of the solutions. It seems clear that school systems neither can, nor should, be burdened with as much responsibility for rearing students as they have in the past few decades.
Transformational LeadershipOver the past decade, the role of the principal has evolved from instructional manager to instructional leader to transformational leader. Transformational leadership focuses on building a shared vision, improving communication and making decisions collaboratively. Begley (1994) presented a profile of school leadership in Canada for the 1990's and outlined five key leadership dimensions: manager, instructional leader/program facilitator, school-community facilitator, visionary and problem solver. My recent work as a principal has included all of these dimensions.
This transformational view of leadership places special emphasis on the principal's role in leading other leaders, in school-based management and in acknowledging the changing relationships between the principal and the staff, parents and members of the community (Begley, 1994; Greenfield, 1995; Proficiencies for Principals, 1991). Such leadership creates bonds among leaders and followers within a collaborative change process which results in a more responsive and innovative environment (Silins, 1994). The notion that transformational leadership behaviours come into their own in times of growth, reform and crisis has been typical of my recent experience.
Consistent with this perspective, the Indiana Principals' Leadership Academy, an American leadership development program, has endeavoured to inculcate a transformational view of the principalship. The program was designed to assist principals to function as "a leader of instructors as well as an efficient manager; a team player with strengthened communication and leadership skills; a role model of personal and professional improvement; and a key change agent in the improvement of school environment, curriculum and instruction" (Hallinger & Anast, 1992, p. 418).
Surviving in
Educational LeadershipSchool leadership involves "extensive face-to-face communication, is action oriented, is reactive, the presented problems are unpredictable, decisions frequently are made without accurate or complete information, the work occurs in a setting of immediacy, the pace is rapid, there are frequent interruptions, work episodes themselves tend to be of very brief duration, responses often cannot be put off until later, resolution of problems often involves multiple actors, and the work is characterised by a pervasive pressure to maintain a peaceful and smoothly running school in the face of a great deal of ambiguity and uncertainty" (Greenfield, 1995, p. 63). Even though many educational leaders have brought a strong sense of purpose and a personal resiliency to their work and the challenges are attractive to them (Brubaker, 1995), contemporary educational leadership definitely requires learning throughout their lives. It appears essential for educational leaders to place the highest priority on being both learners and teachers while also knowing how to take care of themselves in the political arena (Greenfield, 1995).
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