FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 30
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
MORAL LEADERSHIP
The focus of moral leadership is on leaders9 values, beliefs and ethics.
Similar terms have also been used to describe values-based leadership,
including ethical leadership, authentic leadership, and spiritual leadership. Sergiovanni (1984: 10) says that 8excellent schools have central
zones composed of values and beliefs that take on sacred or cultural
characteristics9, adding that leading is a 8moral craft9 (Sergiovanni,
1991: 322).
Gumus et al. (2018) claim that moral leadership requires several qualities, including holding to values, following ethical decision rules, and
becoming a role model through visible moral actions. Keddie9s (2016:
724) research in two Queensland (Australia) schools leads her to conclude that morally-focused leadership is concerned with 8more than increasing attainment on external measures of performance9. This places
moral leadership at the heart of schooling for the whole child.
Moral leadership may have a spiritual dimension, linked to religious
afoliation, although this is not inevitable. Woods9s (2007: 148) survey
of headteachers in England found that 52% 8were inspired or supported in their leadership by some kind of spiritual power9. Gibson9s (2014:
531) study of leadership in secular New Zealand primary schools led him
to conclude that 8spirituality in principal leadership is not one form of
leadership but invites principals to integrate personal meanings of spirituality into their preferred leadership practice9 (ibid: 533).
DISTRIBUTED LEADERSHIP
Distributed leadership is the preferred leadership model in the 21st century (Gronn, 2010). Lumby (2019: 10) argues that 8distributed leadership
is not underpinned by a clear deonition9, adding that its 8unique selling
point9 is the potential for 8emergent spontaneous leadership9 (ibid). Hairon and Goh (2015) add that the construct of distributed leadership is
elusive.
An important starting point for understanding distributed leadership is to uncouple it from positional authority. As Harris (2004: 13)
indicates, 8distributed leadership concentrates on engaging expertise
wherever it exists within the organization rather than seeking this only
through formal position or role9. Crawford (2012) notes that interest in
distributed leadership is part of a wider shift away from leadership as
a solo activity. Gumus et al. (2018: 31) add that distributed leadership is
often used interchangeably with shared, collaborative, delegated and
dispersed leadership. However, Lumby (2009: 320) adds that distributed
leadership 8does not imply that school staff are necessarily enacting lead-
