March Volume 60 Number 6 Creating Caring Schools Pages Moral Teachers, Moral Students Rick Weissbourd Schools can best support students' moral development by helping teachers manage the stresses of their profession and by increasing teachers' capacity for reflection and empathy. Once again, the public frets about whether children are becoming good people. Both conservative commentators, such as William Bennettand researchers, such as William Damondecry a steady rise in greed, delinquency, and disrespect.
Friday, June 10, Moral Leadership Chapter 3 The Sources of Authority for Leadership When we base our leadership practice on bureaucratic authority, teachers respond appropriately or face the consequences. Psychological authority is expressed in the form of motivational technology and human relations skills.
When we base our leadership practice on psychological authority, teachers are supposed to respond to our personality, and to the pleasant environment that we provide, by behaving appropriately and collecting the rewards we make available.
Technical-rational authority exists in the form of evidence derived from logic and scientific research. Expect teachers to respond in light of what is considered to be true.
The true leader is one who builds in substitutes for "follow me" leadership, which enable people to respond from within. It tends to induce a state of subordination among teachers Professional authority, in the form of seasoned craft knowledge and personal expertise Teachers can be expected to respond to common socialization, accepted tenets of practice, and internalized expertise Moral authority- duties derived from widely shared values, ideas and ideals Teachers can be expected to respond to shared commitments and felt interdependence What to follow: Like other professionals, teachers cannot become effective by following scripts.
Instead, they need to create knowledge in use as they practice - becoming skilled surfers who ride the wave of the pattern of teaching Professional authority as a basis for leadership assumes that the expertise of teachers is what counts most When there is conflict, knowledge yields Professional authority is a very powerful force for governing what teachers do.
For it to take hold, however, we need to increase our investment in teacher preparation, professional development, and other efforts to upgrade teaching We can do much to advance leadership by moving moral authority - the authority of felt obligations and duties derived from widely shared professional and community values, ideas and ideals - to center stage.
We must direct our efforts to creating learning communities in each school.
This chapter focuses on the sources of authority that leaders have to influence the school: These 5 sources of authority elicit different outcomes based on the level of followership. The main purpose of exercising authority is to provide development and increase instructional practice.
I feel that these stages are relatively appropriate through professional authority. Once entering into the phase of moral authority, the emphasis on leadership shifts from the leader in the professional phase, where the leader becomes facilitator to the organization.
Moral authority to me seems to be tricky because control is left to the shared values of the organization. In this case, the leader must employ various other sources of authority to steer the organization, which might cause some alignment issues.
Once an organization is at the professional and moral authority stages, there seems to be a connectedness between the leader and organization, so much so that any change in leadership might disturb the organizations maturity.
A new leader entering an organization at an advanced phase needs to observe and flow for a while while gauging where the organization is at, and then contributing to the organization.
In this sense, it is extremely important for the organization to hire for that leadership position based on the qualifications of the leader and the direction of leadership and goals for program improvement, but also for the followers in the organization to have input.
Works Cited Sergiovanni, T.Kiran Temple University Fox School of Business ‘17, Course Hero Intern I cannot even describe how much Course Hero helped me this summer. It’s truly become . According to some sources, urf holds as much authority as ijma (consensus), and more than qiyas (analogical deduction).
Urf is the Islamic equivalent of "common law". Local custom was first recognized by Abū Yūsuf (d. /), an early leader of the Ḥanafī school. However, it was considered part of the Sunnah, and not as formal source. Moral authority is authority premised on principles, or fundamental truths, which are independent of written, or positive, laws.
As such, moral authority necessitates the existence of and adherence to truth. Since the Age of Enlightenment, traditional sources of moral authority such as church or state have been viewed with increasing.
Many character education efforts in schools now focus on everything from community service to teaching students virtues, building good habits, rewarding positive behavior, and developing students' capacity for moral reasoning (Schaps, Schaeffer, & McDonnell, ).
Ways of Moral Decision Making. Christian views of the Conscience.
Consideration should be given to whether other moral sources should be used, such as moral laws/teachings, of the situation, and consequences of actions. You might like to consider whether conscience alone is a satisfactory moral authority — what about the law. Sep 09, · Moral authority and imperial power were entirely identified in the person of the emperor, whose will had the force of a statute.
Keywords: Sources, Roman Law, Imperial Constitutions, Responsa, Roman Jurists, Senate, Legislation, Authority, Power.