The moral leadership of the supervisor in school restructuring: A theoretical proposal
This study seeks to explore a model for the moral dimension of supervision and administration in the broad framework of school reform. The present role of the supervisor as authoritarian in a hierarchical school structure contradicts the goals of democratic education, and hence, undermines the central intent of education, as well as the personal development of students as caring, equitable, community-sensitive, responsible members of a democratic society. This study suggests a revision in a supervisor's role which may catalyze change in the supervisor-teacher, teacher-student, and school-community relationships. The supervisor as moral change agent could open the school from a hierarchical structure to a heterarchal community. This study explores, from a moral perspective, the supervisory leadership implications in the process a group experiences as it develops into a community. The school as community would enhance connectedness, compassion, and a sense of social responsibility for all its participants. The study examines the underlying democratic and moral ideals of an educational enterprise meant to empower individuals so they can restructure their own school environments into authentic learning communities. This study proposes a moral leadership of the supervisor in school restructuring into an ethical school community which includes diversity, democratic purpose, authentic learning, and preparing a workforce for the 21st century. The study concludes by suggesting that a new model of supervision replace the current model.
School administration|Educational theory|Teacher education
Howells, Marie, "The moral leadership of the supervisor in school restructuring: A theoretical proposal" (1996). ETD Collection for Fordham University. AAI9631040.