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Affective perspectives

14. Seekers of Truth

The need for great leadership in schools has never been more imperative. But just what is great leadership? Who has it, what does it look like, and under what circumstances? Is it a singular and heroic concept imputed to the charismatic, intellectually gifted, ambitious, and forceful? Or, is it more broadly conceived, defined less by the character attributes of a few exceptionally talented, prominent, or dominant individuals than by the distributed and often unsung contributions of those who toil for the benefit of the organization at-large (Meyerson, 2001)? Is great leadership best represented by what an individual does or what he/she inspires others to do? Questions such as these underscore an ongoing, and as yet unresolved, debate over the essence of great leadership. To ensure enduring organizational vitality, adaptability, and moral integrity great leaders ask themselves such questions over and over again. Often, finding the right answers is less important than asking the hard questions.

15. Courageous Seekers of Social Justice

Great leaders proactively and courageously seek out and act to eradicate organizational and interpersonal discrimination, inequity, and injustice. They are not simply discontented, but outraged, when the system or the people who comprise it overtly or covertly violate the opportunity for each child and each stakeholder to achieve his/her full potential as learners and as human beings. Through the substantive and procedural mechanisms of the school or school district, the courageous leader seeks to ensure that the opportunity to succeed is distributed evenly and fairly (Gaetane, Normore,&Brooks, 2009).

16. Poets and Plumbers

Stanford professor James March (1994) maintains that great leaders are both “poets and plumbers.” Imbued with the wisdom of Solomon, the imagination of de Vinci, and a sense of the aesthetic, great leaders are also skilled managers who effectively apply tactics of interpersonal and intra-group influence. Moreover, they master the technical elements of organizational operations, while possessing the leadership acumen needed to shepherd and inspire constituents through tumultuous events and toward a collective vision of a better future.

17. Role Models and Symbols

Great leaders exemplify the powerful symbols of their organizations through persistent, focused, and public demonstrations of their deep personal commitment to the values, rituals, and cultural characteristics that define core organizational purposes. Through unremitting behaviors, they practice and reinforce the skills, ideals, and values that are most important to their organizations. They “talk the talk,” and they “walk the walk” consistently and with sincerity and integrity (Scarnati, 2002).

In many ways, great leaders are performing artists who understand the aesthetic potential of the leadership role. Most tend to be interesting people who capture our attention by strategically, tactfully, and ethically managing their expressions (e.g., physical, communicative, behavioral) to resolve wicked dilemmas and to address different environmental contexts and audiences. By artfully managing the theatric qualities of the job (e.g., stagecraft, emotions, actors, scripts, sets, physicality, timing, drama, and costume) great leaders influence how we think, feel, and behave. They also challenge us to play around in an imaginary world, to think in terms of “what if” rather than “what is” and to see our better selves. Importantly, great leaders play different roles while never losing sight of who they really are (Bolman&Deal, 2003).