Leadership Development: Outline

Why Build an Institute/Academy for Leadership Development?

Questions:

1. Are our leadership funnels being diminished as our culture increases its focus to managing things rather than serving people?
2. Are our educational systems teaching ethical leadership concepts and rewarding ethical leadership behaviors?
3. Are our institutions/organizations confused about the definition of leadership?
4. Is our educational system doing an effective job of building and rewarding character development?
5. Is ethical/servant leadership a calling or a choice?

Answers:
Leadership Development is a tool that:

1. Requires individuals to step-up and choose to lead.
2. Teaches us how to better manage ourselves, manage our environments and serve others.
3. Forces character definition and gives meaning to who I am and want to become, what I do, where I’m striving to go, and who I want to go with me.
4. Helps define a personal moral and ethical compass for
reasoning and decision making.
5. Promotes critical thinking, creativity and measurement.
6. Demands continuous improvement and growth.
7. Encourages us to let go of those things that were responsible for
past successes that may cause us to fail in the future.
8. Teaches us the importance of divesting and investing.

Step I: Deciding on the name of the institute/academy:

Possible Names:

1. The Institute for Leadership Under Construction
2. The Academy for Pathway Leadership
3. The Institute for Leadership Pathways
4. Institute for Leadership Advancement
5. The Academy for Servant Leadership
6. The Servant Leadership Institute
7. Institute for Ethical Leadership
8. The Servant/Steward Leadership Academy
9. The Academy for Leadership Contraction
10. The Institute for Thought Leadership
11. I Lead Institute

StepII: Developing a Purpose Statement/Mission Statement:

Purpose:
1. Cultivating leaders for life.
2. Cultivating leaders for life as a result of learning to model the thought and actions of model leaders
3. Developing servant/steward leaders.
4. Creating a culture that constructs leaders for life.
5. Creating environments that cultivate leaders for life.

Mission:
1. Develop and improve the leadership competencies and skills by transforming the way they think.
2. Prepare future leaders with the skills and strength to add value to their families, communities, and businesses.
3. Develop ethical moral character
4. Create value by teaching participants to think, perform and value others.

Step III: Define Programs:

The LUC Certificate program will be considered a pilot program and will be closely monitored and evaluated by the staff, LUC students/participants, and mentor/coaches that participate in the program. Based on acceptance, evaluations, and what we collectively learn as a result of our experiences, the program will be modified, improved, and or reinvented for 2006/2007. Delivery methodologies and programs may be replaced or enhanced based on value to our students. Leadership development is a tool by which we are able to construct personal pathways that link thought to purpose, purpose to performance and performance to relationships in order that we may see unnatural behaviors become natural.

Leadership development in the 21st century will continues to become more complex because it is requiring us to better balance our thinking between strategy and tactics, continuous improvement and the creation of new value, as well as developing and cultivating quality sustainable relationships long term. For these reasons we believe the more you know about the concepts of leadership, the faster you will grow as a leader and the farther you will be able to go as a leader.

Step IV: Determining and defining the values of the Institute/Academy:

The Institute/Academy has defined a list of core values which reflect the standards of conduct that guide the decisions and actions of the Institute/ Academy.

Institute Core Values

Authentic/Ethical Genuine and does what is right Character

Forward thinking/Stewardship Eye on the future, while managing the present Shared Vision

Competent/Wise Perpetual learner with moral standards for Personal Growth

Honor/Inspiring Serves people and is excited about it Service

Acceptance/Trustworthy Value diversity with confidence Relationship

Responsibility/Accountability Get the job done on commitment Performance

Step V: Developing a vision can take many forms and directions. The one constant however, is that it expresses a future that in some way is better than what presently exist:

Below are examples of the envisioned future for the institute/ academy as well as our strategic goals that support that future:

Example I:

Vision:
Our vision for leadership development for the institute/academy requires a commitment to self-development and is achieved through life-long learning, thinking, and consistent ethical living. This commitment can be best described as a construction project that’s mission is to build a dream home. This home will require many resources; however, the primary resources include architects, contractors, and subcontractors in order to complete this project. A review of the architects rendering describes where we are going with the construction of our home and what we want our home to become:

Example II:

· Institute/Academy will be the catalyst for transforming the way we think (and ultimately act).
· Institute/Academy extends into other areas of the Youth and Adult Education programs.
· Institute/Academy will be considered a Center for leadership within the community.
· Institute/Academy will host area leadership conferences and retreats.
· Institute/Academy will serve as a model for other institutions.

Purpose is the foundation of vision, yet vision gives meaning to purpose. Additionally, purpose will also give meaning to mission and mission will give direction to goals; goals will be verified by measurement, and measurement will give recognition to development and growth. Our strategy for insuring the connections and interconnections of the above will be to:

Build Trust
Develop Relationships
Establish Rules of conduct
Promote Freedom to live

Step VI: Institute/Academy Strategic Goals:

Goal#1- Enlist the participation and commitment of staff and membership for the institute/academy

Goal#2- Develop strong internal and external partnerships to deliver institute/academy programs.

Goal#3- Continually improve and expand the institute/academy programs.

Goal#4- Create a strong service, volunteerism, and outreach
program by providing internal and external opportunities for leadership growth.

Goal#5- Continually improve and expand the institute/academy curriculum and course work, delivery methodologies and program/personal assessments.

Goal#6- Create organizational structure for institute/academy and celebrate achievements.

Ethical Leadership Applications

BUILDING A FUTURE

In 1975, the field of children’s (or pre-college) philosophy attracted my attention as a venue for applying discussions of ethics and human rights into the public school curriculum. I entered the school of education at Campbell University where I held an assistant professorship in philosophy and prepared myself to develop programs for students and materials for educators that expressed an ethical point of view and my personal commitment to principles of human rights and human dignity. Begun in 1978, the Philosophy for Young Thinkers (PYT)1 series took a values-centered approach as materials were developed for both teachers and students. A team of gifted educators – both college professors and public school teachers – was assembled to assist with this project.

The first applications of PYT were for the newly formed North Carolina Governor’s School-East program at St. Andrews College in Laurinburg, North Carolina. This new philosophical prospectus was used as a curriculum for Area II (Philosophical Studies) for which there was required participation by all students. Student and teacher enthusiasm for this first curricula experience enhanced the motivation to continue the development of the complete program which required ten years of experimentation and writing. The first book was published in 1983 and introduced to an international audience in the summer gifted education training program at the University of Connecticut. The Introduction to this series stated, “We view our task as one of creative maintenance which implies a nurturing of the patterns and institutions that provide a foundation for our elementary moral connections. As educators, the time has come for us to ask – not what kind of education we desire to provide for our young people – but what kind of human being we want to emerge from our efforts at schooling them. What would we have 21st century man to be?”

During the ten years of writing this series, a partial answer to this question was formulated. We all agreed that it was desirable that the 21st century person be an ethical person who used moral reasoning as an approach to solving or resolving important human problems. We contended “that because we live in a society which affirms the basic values of democracy (openness, freedom, and equality), we should first see to it that, in our schools, social and cultural indoctrination is accompanied by the teaching of critical reflection and independent judgment.”2 We also agreed that it is not enough that students learn to think and reason about urgent human concerns. They must also learn to think and reason fairly and thus escape the biases of past generations, maintaining an objective and morally sensitive view of life.

We have learned that the creation of moral autonomy in students demands that classrooms become places of discussion and discovery, of openness and freedom of thought. The PYT series made it clear that closed-minded thinking is certainly contrary to those methods which produce autonomous, independently-minded young thinkers. We believed then, as we do today that a greater good was being served by the production of this series. That good is the development of ethical and rational-minded citizens who have the motivation and ability to sustain the liberties and freedoms inherent in a democratic society. This curriculum reaffirmed a commitment to moral integrity as it asked students, teachers, and administrators to model moral principles in their daily activities. Those trained in the PYT curriculum and its concomitant processes were further asked to dedicate themselves to the habit of intellectual inquiry, high standards of morality, truth-seeking, and a willingness to examine and re-examine the information, concepts, and values contained in the public school curriculum.

The research and development of PYT lasted from 1978 until 1988 when the last student manuals were published. Following the publication and application of this series to classroom in the United States, Canada, and Australia, attention was given to educational leaders – teachers, principals, and central office administrators – with the thought of developing programs in ethical leadership.3 Research indicated that ethical leadership was not being sufficiently taught in schools and colleges of education and that it was sorely lacking in public institutions, government, and politics. Ethical leadership became a primary focus.

In 1997, H. Darrell Young, an Atlanta businessman, and I began the development of a generic workbook in ethical leadership that could be effectively used in both the educational and business communities. We later produced a version for religious organizations and other non-profits.4 In Leadership Under Construction our goal was helping schools develop a new generation of leaders. We recognized a need to study and understand the requirements of 21st-century leadership, and come to grips with two vastly different paradigms: the self-directed leader versus the other-directed leader. Research demonstrated that these paradigms had created a paradox for leadership that demanded further analysis and clarification. A major purpose of this workbook and the student manuals that followed was the examination of these differences. This led us to focus on the qualities of the ethical and servant leader. At the heart of this leadership program was the idea of building trust-relationships, which is the main behavior for growing future leaders.

The following goals were developed:

1. Teachers and students will use their thinking ability and experience in the application of ethical principles to present and future behaviors,
2. Teachers and students will break free from personal biases and adopt a more universal and ethical point of view, and
3. Teachers and students will recognize the importance of divesting of personal power and investing in the value of others, which illustrates the value of servant leadership.

Our main point was to emphasize that character is the foundation of leadership and that the fundamental leadership issue is the quality of one’s life and the relationships persons build and sustain over a lifetime.

TRUST STRUCTURES
In my 2004 book, Ethical Leadership for School Administrators and Teachers, 5 the point is made that leaders who empower, serve, and enable the performance of their employees build interdependent and interlinking trust structures 6 throughout the school organization. Building trust structures acknowledges the freedom necessary for unencumbered choice—to stay or leave the organization, and, if they choose to stay, to have their value and growth recognized and supported as essential to the value and growth of the organization as a whole. Trust, H. Richard Niebuhr 7 reminds us, is never to be taken for granted, and Robert Bellah and his associates have observed, “In our relation to the world, trust is always in conflict with mistrust. Because of previous experience a degree of mistrust is usually realistic; yet if we are dominated by mistrust we cannot attend or interpret adequately, we cannot act accountably, and we will rupture, not strengthen the solidarity of the community or communities we live in.” 8

We take from this the idea that mistrust paralyzes action and faith in leadership; it freezes commitment and the leader’s faith in employees is lost. Lacking essential trust among employees, decision-making grinds to a halt, and in stalemate the school system or school cannot be productive; discord and disharmony, conflict and stress characterize working relationships. When people work without joy there is lost of productivity, creativity, and human and organizational value. The idea behind building trust structures is that of increasing the human value and, hence, the moral dignity of those who work within the organization. Organizations, like individuals, have a moral responsibility to promote, protect, and sustain the human value within its domain of influence.

Philip Selznick9 finds the foundation of civility and community in the trust structures we build with one another. From our everyday working environment, we learn that trust is not an abstract ethical principle and neither is it a character trait to be emphasized one week each year in a character development program. Trust is not merely an ideal; it is the essence of human relationships; without it marriages fail and organizations fall apart too. Effective leadership, especially in schools, is connected and enhanced by the moral value we attach to employees, teachers, and students.

Motivating educators to become ethical leaders in their own right involves building trust structures with them. Trust strengthens social ties and is the foundation for civility, and the choice to be civil is a cornerstone of one’s emerging character development. Bellah and his associates conclude as well, “Our institutions are badly functioning and in need of repair or drastic reform, so that if they are to support a pattern of cultivation, rather than one of exploitation, we must change them by altering their legal status and the way we think about them, for institutional change involves both laws and mores. More than money and power, these need to be at the center of our attention.” 10

Ethical school leaders are responsible for developing strong commitments to the mission and purposes of learning and strong beliefs that structure, support, and communicate them throughout the educational organization. From these commitments and beliefs are built the trusting relationships that sustain productivity. They emanate from beliefs about persons, such as the following:

1. Individuals can live and work harmoniously through combining personal satisfaction and self-development with significant work and other activities that contribute to the welfare of the family, school, and community.
2. Individuals will develop faith in others if we have faith in them; they can tap their own power to solve difficult problems if we teach them to reason and share their responses.
3. A person’s uniqueness will unfold quite naturally as we express respect for her or his abilities as well as possibilities.
4. Each person possesses intrinsic moral and intellectual worth and we should look upon each individual, as well as ourselves, as natural and good.
5. We do not have to grow at the expense of others. This means that each of us has the ability to reach out creatively beyond our own physical and mental boundaries and maintain ethical consistency and integrity in our lives.
6. Individuals are naturally open and responsive to their environment. Therefore, we must invite them to discuss their ideas, share their values, and model growth-producing ethical behaviors.
7. Finally, individuals are naturally creative and curious and the more they learn and practice intellectually and ethically, the more abundantly they will produce for themselves and for their families and communities.

Leaders should understand that patience will be required to effectively cultivate these beliefs within themselves and in others. Patience will generate opportunities for understanding and understanding begs for dialogue, which perpetuates open, flexible communication. Again, we emphasize that the meaning and significance for one’s work and involvement in a caring organization is crystallized through making these beliefs a part of the cultural of school systems. Cliff Heavener states, “…meaning is what affirms to a person that he or she actually exists. Without it, a person lives a purely mechanical existence, going through all the motions of life without feeling alive.” 11

The following trust structures flow from our beliefs about people and create meaning in the workplace. They empower leadership potential in all employees and inspire us to create our own personal vision of what teaching and learning can accomplish. As I look back over a long career and see former students, many of whom are now in their late forties, who are doctors, lawyers, nurses, teachers, business executives, health providers, and the list goes on, I am convinced that so long as conversations between teachers and students continue; so long as educators at all levels are allowed to lead, and leaders are sometimes willing to follow; so long as we care and respect those with whom and for whom we work; and so long as an ethical foundation for leadership is sustained, there is hope for more productive and fulfilling tomorrow.

Building and sustaining the following trust structures is one way of creating and maintaining ethical environments in schools:

BUILDING UNDERSTANDING
· By articulating a set of ethical beliefs and purposes to our colleagues and students
· By valuing the importance of dialogue, understanding, and belief
· By consistently modeling ethical beliefs and moral behaviors

BUILDING EMPOWERMENT
· By providing opportunities for skill development
· By providing knowledge and examples of ethical decision-making
· By allowing others to make decisions and helping them evaluate the consequences

BUILDING DECISION-MAKING POWER
· By supporting the critical judgment of other educators
· By seeking input from others on decisions that affect them
· By valuing the decisions of others and praising them even though we may later have to adjust them through dialogue and discussion

BUILDING A SENSE OF BELONGING
· By valuing the development of fair-minded critical thinking in other educators
· By treating all others with respect and significance
· By allowing other educators to feel ownership of their decisions

BUILDING TRUST AND CONFIDENCE
· By acting in the best interest of employees and the school system
· By believing that others will respond with their best efforts when appropriately praised and recognized
· By having and sharing confidence in our employees

BUILDING EXCELLENCE
· By valuing high standards and expectations—both academic and ethical
· By valuing an atmosphere that encourages others (and ourselves) to stretch and grow
· By expressing and living a positive “can do” attitude

BUILDING RECOGNITION AND REWARD
· By offering incentives and encouraging creative and caring behaviors
· By recognizing others for their accomplishments
· By investing in the academic and moral development of our employees

BUILDING CARING
· By valuing the well-being and personal concerns of others
· By allowing others to share their ideas in an open and trusting manner
· By taking a personal interest in the welfare of our employees

BUILDING INTEGRITY
· By valuing honesty in words and deeds
· By valuing a consistent, responsible pursuit of goals and intentions
· By valuing the unwavering commitment to high personal and ethical convictions

BUILDING DIVERSITY
· By valuing individual differences in our employees
· By valuing and encouraging creativity and different approaches to problems
· By believing that we are not all alike and that we must remain flexible in working with others.

From the trust structures above were developed six basic principles for the promotion and development ethical leadership in schools. These principles reflect an essential morality that respects the integrity and dignity of persons:

Principle #1: Caring for others is the first step toward ethical leadership.
Principle #2: Recognizing the dignity and worth of those with whom you work and
serving by putting every educator, student, and staff member on an
equal human level.
Principle #3: Becoming a positive force for improving the human value within your
school system.
Principle #4: Leading from character and with confidence and self-respect, which
are the necessary first steps for personal and organizational
improvement.
Principle #5: Making creative change the norm by letting go of the old and leading
on the edge of possibility.
Principle #6: Committing oneself to open communication and dialogue by
including others in planning, initiating, and decision-making
processes.

MANIFESTO

Incorporated within these principles were certain areas that needed amplification. For this purpose, the following manifesto for ethical leadership was developed:

MANIFESTO FOR ETHICAL LEADERSHIP 12

VALIDITY
· Work is carried forward within a framework of legal prescriptions, regulated norms, and with a focus on human need.
· Responsibility is taken for building strong commitments to the mission and purposes of learning.
· Ethical behavior makes possible a culture that cares for the welfare, development, and growth of others; leadership divorced from ethics is reduced to mere technique.
· Today’s educators must have the behavior of a leader while serving others and the discipline of a manager while being the steward of the school’s and school system’s vision, mission, and purposes.

CREATIVE CHANGE
· Progress depends on the ability to see reality accurately, to think, and problem-solve—faith in human possibility is the norm.
· Thinking outside the boundaries is encouraged and rewarded, for there is not one way to lead and leaders are not routine minded.
· Problems are viewed as opportunities and possibilities for positive change, for leaders accept adversity as the purification process.
· Time is provided for thinking, probing, creating, solving problems, and expressing ideas in order to identify the internal and external forces of change.
· Nothing happens until someone makes it happen.

PRODUCTIVITY
· Everyone is accountable, thus, self-assessment is crucial for effective leadership.
· Individual achievement is linked to one’s inner purpose and the commitment to spend time each day laying the foundation to get there; to life-long learning.
· Educators are a positive force for improving human value; as leaders, they create value through performance, not promises.
· Real and lasting productivity and improvements come from the hearts and minds of people.
· Leadership development is a process of life-long self-development and transformation.

FOLLOWSHIP
· Leaders follow in order to lead by managing themselves, managing change, and serving others, which regenerates the ability to lead.
· Individuals are chosen as leaders because they are proven and trusted servants.
· Leaders serve with compassion and recognize that the only true authority is that which enriches and empowers others.
· Leaders understand that as they give, they receive.

TEAMWORK
· We learn best from great teams; learning gives leaders an effective edge.
· Success is based on the commitment to open communication and includes a high level of participation, cooperation, and collaboration.
· Teamwork recognizes the dignity and worth of those with whom and for whom we work.
· Educational leaders work best that solicit many different points of view; that pull rather than push others forward knowing that pushing will be costly in terms of time, vulnerability, and exposure.

FAIR-MINDEDNESS
· Fair-mindedness is achieved by an impartial treatment and evaluation of others based on their contributions to the goals and purposes of education.
· Caring for others is the first step toward ethical leadership.
· Ethical leadership is based on respect for the human value within the school community.
· Leaders build unity without requiring uniformity.

INTEGRITY
· The effectiveness of a leader is determined by the integrity of his or her private life as ethical leaders take responsibility for their own behavior and for those whom they lead.
· A successful learning environment is consistent with its mission and its core values, and its foundation is built on carefully crafted trust structures that permeate the organization.
· Leadership is about building relationships and providing for human growth knowing that followers buy into the leader before they buy into the leader’s vision.
· Ethical leaders lead from character and with confidence and self-respect.
· Leaders create meaning, inspire trust, and care for others.

RESPONSIBILITY
· Leaders cannot help followers who will not help themselves.
· Leaders are accessible to everyone.
· Leaders sense problems before they occur and generate questions from questions.
· Leaders who grow leaders believe people can change, see us for what we can become and not for what we have been, approach us in terms of the present and the future rather than the past, want us in the game with them, and bring us alone one step at a time.

CONCLUSION

A major purpose of leadership is growing other leaders. This is a powerful idea, one that is entirely consistent with the moral and pedagogical purposes of education. A logical outcome of this purpose is the empowerment of professional leadership from the superintendent’s office to the classroom teacher: every educational professional empowered to lead at his or her level of expertise and responsibility. Utilizing the creative and cumulative knowledge of all educational employees—from the classroom to the office of the superintendent—recognizes the intrinsic and professional value of all who work in the educational system. This is participatory leadership and is inspired by the concept of “servant leadership” developed by Robert K. Greenleaf after a deep involvement with colleges and universities during the period of campus turmoil in the late 1960s and early 1970s.

In 1977, while evaluating issues of power and authority, Greenleaf said, “People are beginning to learn, however haltingly, to relate to one another in less coercive and more creatively supporting ways. A new moral principle is emerging which holds that the only authority deserving one’s allegiance is that which is freely and knowingly granted by the led to the leader in response to, and in proportion to, the clearly evident servant stature of the leader.”13 Here, the idea of ethical leadership begins to emerge. For Greenleaf, it all comes down to followship where followers “…will freely respond only to individuals who are chosen as leader because they are proven and trusted as servants.”14

Greenleaf recognized the unpopularity of this idea, especially among leaders. He understood that leading from power—top-down leadership—is still a primary mode of leadership. This type of leadership is actually a situation of leadership withdrawal and avoids tapping the knowledge and wisdom—the human value—within the organization itself. Don M. Frick and Larry C. Spears have commented, “The times are finally catching up with many of Greenleaf’s ideas. Management and organizational thinkers … emphasize the importance of an ethical base for organizations, the power of trust and stewardship, and the personal depths that authentic leaders must honor as they empower and serve others. … No two resulting organizational charts look the same because each organization adapts ideas according to the experiences and insights of its own people.”15

Greenleaf has expressed an ethical credo that summed up his life’s work. He said,16
I believe that caring for persons, the more able and the less able serving each other, is what makes a good society. Most caring was once person to person. Now much of it is mediated through institutions—often large, powerful, impersonal; not always competent; sometimes corrupt. If a better society is to be built, one more just and more caring and providing opportunity for people to grow, the most effective and economical way, while supportive of the social order, is to raise the performance as servant of as many institutions as possible by new voluntary regenerative forces initiated within them by committed individuals, servants. Such servants may never predominate or even be numerous; but their influence may form a leaven that makes possible a reasonably civilized society.

Creating a just society is terribly difficult. Power issues and greed seem to draw us into a top-down environment of mistrust and misuse of leadership power – what is called “positional power” – and the dignity and, as a consequence, the moral value of persons suffers. We are moral only as we demonstrate care for other persons and we will have a moral society only as we create institutions that also care for persons. Caring and serving are the ethical foundations upon which a civil society is built. From these foundations, a just and loving society is able to emerge, a society that provides greater creative opportunity for its people, and the most open course to raise the capacity of all individuals to serve the greater ethical good. When individuals – business leaders, educators, parents, ministers, political and government leaders, etc. – develop the capacity to serve others, and follow, the very performance of schools and other institutions is raised by these new ethical and regenerative forces operating within them.

REFERENCES

1. Hester, Joseph P. et al. Philosophy For Young Thinkers, New York: Trillium Press, 1983.
2. Ibid.
3. Turning to the needs of teachers and other educational leaders, two books were published: Teaching for Thinking, a program for school improvement through teaching critical thinking across the curriculum, Durham: Carolina Academic Press, 1994; and Bridges: Building Relationships and Resolving Conflicts, Chapel Hill: New View, 1995.
4. Young, H. Darrell and Joseph P. Hester, Leadership Under Construction, Lanham, Maryland: Scarecrow Education, 2004.
5. Hester, Joseph P., Ethical Leadership for School Administrators and Teachers, West Jefferson, NC: McFarland & Company, Publishers, 2004.
6. SAS Institute, http://www.sas.com/. See also, “What’s Right In North Carolina, thoughts on leadership, compassion, discovery, hope, talent, innovation, and conversation,” Our State Down Home In North Carolina, January 2003, pp. 38-43; and “Creativity, Invention and Innovation: A Corporate Inventor’s Perspective,” by Art Fry, in Communique, Williamsville, New York: The Creative Problem Solving Group, Inc., Volume XIII, Fall 2002, pp. 1-5. See also, Horst Bergman, Kathleen Hurson, and Darlene Russ-Eft, Everyone A. Leader, New York: John Wiley and Sons, Inc., 1999; and Ken Blanchard and Michael O’Connor, Managing by Values, San Francisco: Berrett-Koehler Publisher, 1997.
7. H. Richard Niebuhr, The Responsible Self, New York: Harper and Row, 1978, p. 61.
8. Robert Bellah, et al., The Good Society, New York: Vintage Books, 1991, p.284.
9. Philip Selznick, The Moral Commonwealth, Los Angelus: The University of California Press, 1992, pp. 390-392.
10. Bellah, et al., op. cit., p. 284.
11. Cliff Havener, Meaning, Edina, Minn.: Beaver’s Pond Press, Inc., 1999, p. 110.
12. Hester, Joseph P., Ethical Leadership for School Administrators and Teachers, op. cit., pp.175 ff.
13. Robert K. Greenleaf, Servant Leadership, New York: Paulist Press, 1977, pp. 3-10.

14.Ibid.
15. Don M. Frick and Larry C. Spears, editors, On Becoming A Servant Leader, the Private Writings of Robert K. Greenleaf, San Francisco: Jossey-Bass, 1996, pp. 3, 4.
Greenleaf, op. cit., pp. 13ff.