Many educational leadership theorists note that for a school structure to facilitate an effective school environment or to illicit positive change and growth, leaders must foster positive relationships among and between staff. Fullan describes in The Six Secrets of Change that leaders must “create the conditions for effective peer interaction and intervene along the way when things are not working as well as they could” (Fullan, 2008).
Within a hierarchical leadership, not everyone shares the same “power”. The idea of shared leadership is more relevant to our society today which values the strengths that others possess regardless of race, gender, age or cultural background. Sergiovanni believes that shared leadership is not about giving ubiquitous leadership positions within the school structure but instead it is about school culture (Sergiovanni, 2001). Teachers are valued within the system to have individual strengths and expertise that can be put to use. Thus, shared leadership can strengthen a school by harnessing the varied talents of many individuals as well as plays a role in creating inclusiveness (Sergiovanni, 2001). Sergiovanni posits that “control” driven leadership is no necessary if staff groups are empowered to act professionally and collegially. He states that “the more professionalism is emphasized, the less leadership is needed. The more leadership is emphasized, the less likely it is that professionalism will develop” (Sergiovanni, 1992).
Fullan, M. (2008). The Six Secrets of Change. San Francisco: Jossey-Bass Inc.
Sergiovanni, T. J. (1992). Why We Should Seek Substitutes for Leadership. Educational Leadership, 41-45.
Sergiovanni, T.J. (2001). Sergiovanni . Retrieved December 3, 2010, from Slideshare: http://www.slideshare.net/charlescorn/sergiovanni-1477182
