Associate Professor Narottam Associate Professor Narottam Bhindi , University of Wollongong,Bhindi , University of Wollongong,

Dr. Richard Smith, AUTDr. Richard Smith, AUT

Dr. Jens J. Hansen, Waiariki Institute Dr. Jens J. Hansen, Waiariki Institute of Technology,of Technology,

Dr. Dan Riley, University of New Dr. Dan Riley, University of New EnglandEngland

Authentic Leadership in Authentic Leadership in Education: Education:

A cross-country reality? A cross-country reality?

…or…

Leaders in their own Leaders in their own mindmind??

…or…

LEGENDS in their own LEGENDS in their own mindmind??

AbstractAbstract

Authentic Leadership (AL) is emerging as an alternative perspective on leadership in different organizational settings, including education. This presentation draws upon extant research and commentary on AL - especially its relevance to leaders engaged in education. Missing/unacknowledged ingredients in the current AL paradigm are considered and proposals to address a research gap is described.

How many of the triggers in the How many of the triggers in the next slide can you identify next slide can you identify with? We reason that these with? We reason that these triggers sparked the AL triggers sparked the AL movement.movement.

How many have you seen?How many have you seen?

Context of cynicism about leadership & Context of cynicism about leadership & dissatisfaction with status quo; dissatisfaction with status quo;

Self before service;Self before service;Profits before the common good;Profits before the common good;Deceitful practices & cover-ups;Deceitful practices & cover-ups;Insincerity & superficiality;Insincerity & superficiality;Obsession with efficiency & outcomes; Obsession with efficiency & outcomes;

and,and,Disquiet about control based, industrial Disquiet about control based, industrial

bureaucratic models.bureaucratic models.

And so we reason that…And so we reason that… Crises of confidence and increasing workplace Crises of confidence and increasing workplace

complexity impel a search for alternative, ethical, complexity impel a search for alternative, ethical, values- driven, compassionate and people values- driven, compassionate and people centred leadership paradigms, and;centred leadership paradigms, and;

an increasing thirst for a higher standard of an increasing thirst for a higher standard of leadership leadership behaviourbehaviour calls for greater congruence calls for greater congruence between what leaders profess and what they between what leaders profess and what they actually do;actually do;

This really is old fashioned Argyris and SchThis really is old fashioned Argyris and Schön ön stuff, with leaders not double-loop learning and stuff, with leaders not double-loop learning and too often being heavy handed?too often being heavy handed?

THE EDUCATION SCENETHE EDUCATION SCENEIt appears that any educators and related It appears that any educators and related stakeholders feel educational leadership stakeholders feel educational leadership has become too complex, complicated, has become too complex, complicated, burdensome and even draconian.burdensome and even draconian.

They argue the traditional models They argue the traditional models of leadership-- Heroes, Show of leadership-- Heroes, Show Ponies, Lone Rangers, ‘Head Ponies, Lone Rangers, ‘Head Kickers’ and ‘Lion Tamers’-- are Kickers’ and ‘Lion Tamers’-- are outdated and inappropriate outdated and inappropriate leadership ‘models’ for human leadership ‘models’ for human service organizations such as service organizations such as education.education.

Which one is the hero?

What it is to be a show pony. If that’s leadership, get off the horse.

And to think that we entered education to promote peace and

harmony!

Are head kicking leaders as effective as lion taming leaders?

The quest for The quest for professionalism, professionalism, intellectual stimuli, and intellectual stimuli, and concern for concern for effectiveness, efficiency, effectiveness, efficiency, and quality must be and quality must be underpinned by a strong underpinned by a strong humanizing values base humanizing values base if educational leadership if educational leadership is to become more is to become more dynamic, distributive, dynamic, distributive, responsive and responsive and enabling, and enabling, and empowering.empowering.

Some propose that Some propose that leadership needs to leadership needs to become more authentic.become more authentic.

Understanding Authentic Understanding Authentic LeadershipLeadership

Bhindi & Duignan (1997) argue that leadership Bhindi & Duignan (1997) argue that leadership is authentic to the degree that it is: is authentic to the degree that it is:

ethical;ethical; sincere;sincere; genuine; and,genuine; and, trustworthytrustworthy in leadership action and interactionin leadership action and interaction. .

Bhindi & Duignan’s (1997) Authentic Leaders: Bhindi & Duignan’s (1997) Authentic Leaders: uphold honesty and integrity in their everyday uphold honesty and integrity in their everyday

dealings; dealings; constantly search for True Self (self-constantly search for True Self (self-

enhancement/self-transcendence) and,enhancement/self-transcendence) and, reject actions and interactions that are reject actions and interactions that are

deceptive, hypocritical, duplicitous, manipulative deceptive, hypocritical, duplicitous, manipulative and destructive. and destructive.

Authentic Leaders exercise Authentic Leaders exercise stewardship. For such leadersstewardship. For such leaders::Authenticity is neither accidental nor Authenticity is neither accidental nor

contrived but instead is intentional and, contrived but instead is intentional and, natural;natural;

Authenticity is connoted by deliberate Authenticity is connoted by deliberate sensibility and sensitivity to others. sensibility and sensitivity to others.

Bhindi & Duignan(1997)Bhindi & Duignan(1997)

Leadership is authentic to the degree Leadership is authentic to the degree that it is ethical, sincere, genuine and that it is ethical, sincere, genuine and trustworthy. Authentic leaders uphold trustworthy. Authentic leaders uphold honesty and integrity in their everyday honesty and integrity in their everyday dealings; they practice mutuality and dealings; they practice mutuality and walk their talk.walk their talk.

The PASIFIKA wayThe PASIFIKA way

In Aotearoa New In Aotearoa New Zealand we apply a Zealand we apply a kaupapa Maori frame-kaupapa Maori frame-work which includes, work which includes, amongst other values:amongst other values: Whakawhanaungatanga Whakawhanaungatanga

& Whanaungatanga & Whanaungatanga (belonging); (belonging);

Aroha (goodwill & trust); Aroha (goodwill & trust); Tikanga (valuing each Tikanga (valuing each

other); other); Manaakitanga Manaakitanga

(embracing ourselves), (embracing ourselves), and;and;

Kaitiakitanga (protecting Kaitiakitanga (protecting resources).resources).

Similarly, there are value Similarly, there are value sets throughout the Pacific sets throughout the Pacific and its peoples, for and its peoples, for instanceinstance:: Vakavanua Fiji…Vakavanua Fiji… Whakawhanua Tonga…Whakawhanua Tonga… Fa’a Samoa…Fa’a Samoa…

……and of course, early and of course, early colonizers colonizers preachedpreached numerous worldview numerous worldview versions;versions;

So what has academia So what has academia done with all of this AL done with all of this AL stuff?stuff?

Author and YearAuthor and Year ThemeTheme

Bhindi & Duignan, 1997, & Bhindi & Duignan, 1997, & also,also, Duignan & Bhindi, 1997. Duignan & Bhindi, 1997.

Ethical leadership, spirituality, Ethical leadership, spirituality, sensibility, intentionality’sensibility, intentionality’

Duignan et al., 2003Duignan et al., 2003 Ethical behavior in service Ethical behavior in service organizationsorganizations

Bhindi et al., 2002Bhindi et al., 2002 Spirituality in workplace Spirituality in workplace leadershipleadership

Bhindi & McCannBhindi & McCann To be launchedTo be launched

Australian Work

North AmericaNorth AmericaAuthor and YearAuthor and Year ThemeTheme

Terry, 1993; Staratt, 2004; Terry, 1993; Staratt, 2004; Taylor 1991Taylor 1991

Canvass philosophical and Canvass philosophical and ethical understandings of ethical understandings of authentic leadershipauthentic leadership

Sergiovanni, Fullan & othersSergiovanni, Fullan & others Moral dimension of leadershipMoral dimension of leadership

Avolio & colleagues at Avolio & colleagues at Nebraska-Lincoln, 2005Nebraska-Lincoln, 2005

Currently engaging in, or Currently engaging in, or proposing additional research proposing additional research on AL from different angleson AL from different angles

Begley , 2006Begley , 2006 AL, moral reasoning and AL, moral reasoning and sensitivity to otherssensitivity to others

New ZealandNew Zealand

Perry, 2007Perry, 2007 Covenantal Covenantal approaches to approaches to leadershipleadership

RobinsonRobinson Ethical leadershipEthical leadership

YoungsYoungs Servant leadershipServant leadership

GilesGiles Ethical/moral spiritual Ethical/moral spiritual concernsconcerns

Summary of thinking so far…Summary of thinking so far…

The research/thinking on AL The research/thinking on AL leadership seems mainly to have leadership seems mainly to have been leader-centric, descriptive and been leader-centric, descriptive and narratively driven;narratively driven;

It sometimes seems to be very It sometimes seems to be very ‘happy-clappy’ ‘happy-clappy’ in nature (or even in nature (or even seriously reminiscent of the ‘chosen-seriously reminiscent of the ‘chosen-frozen’);frozen’);

Substantially, it’s very ‘new-ageist’.Substantially, it’s very ‘new-ageist’.

We’ve even We’ve even movedmoved beyond the old beyond the old stuff into the stuff into the excitingexciting field of field of

Polemic/Motivational ‘Homilies’Polemic/Motivational ‘Homilies’

Cooper & Sawaf, 1997Cooper & Sawaf, 1997AL as an AL as an energyenergy fieldfield; ;

McGraw, 2001McGraw, 2001 Self-discovery; Self-discovery; Goffey & Jones, 2005Goffey & Jones, 2005 SustainingSustaining AL; AL;Adrienne, 2006 Adrienne, 2006 Inauthenticity InauthenticityConclusion Conclusion the new age of leadership the new age of leadership

is fragile and brittle to boot – can’t you is fragile and brittle to boot – can’t you feelfeel the vibrations? the vibrations?

What seems to be needed…What seems to be needed…

Multi-faceted research is needed to reform Multi-faceted research is needed to reform our understanding of leadership our understanding of leadership authenticityauthenticity – especially the perspectives – especially the perspectives and perceptions of followers;and perceptions of followers;

The research needs to focus on their The research needs to focus on their perceptions of leaders’ behaviours;perceptions of leaders’ behaviours;

The research needs to be ‘baggage free’ The research needs to be ‘baggage free’ and empirical in design.and empirical in design.

Issues with ALIssues with AL

Pittinsky & Tyson argue that many of the Pittinsky & Tyson argue that many of the commentaries & research on AL are commentaries & research on AL are normative, philosophical, & tantamount to normative, philosophical, & tantamount to exhortations. They are:exhortations. They are: prescriptions for self- improvement, & are prescriptions for self- improvement, & are

almost entirely leader- centered.almost entirely leader- centered. Our issues are:Our issues are:

Much ado about the eyes of the beholder – i.e. Much ado about the eyes of the beholder – i.e. the leader;the leader;

Being leader-centric overlooks follower-Being leader-centric overlooks follower-centred research possibilities.centred research possibilities.

It’s a bit like Schrodinger’s cat…It’s a bit like Schrodinger’s cat…

Schrodinger’s cat is so tipsy – it’s finally used its final life…

AL is alive…

…or is it mythical?

Balancing the EquationBalancing the Equation

““ Research on authenticity, has not, to date, Research on authenticity, has not, to date, examined authenticity from the examined authenticity from the perspectives of followers, in particular, perspectives of followers, in particular, what cues or markers are used by what cues or markers are used by followers to determine whether a leader is followers to determine whether a leader is authentic?”authentic?”

Pittinsky & Tyson, 2003Pittinsky & Tyson, 2003

Proposed ResearchProposed Research We propose to investigate how We propose to investigate how

teachers/educators regard authenticity in teachers/educators regard authenticity in leadership;leadership;

We want to discover what, if any criteria they We want to discover what, if any criteria they use to ‘assess’ the authenticity of their leaders, use to ‘assess’ the authenticity of their leaders, and the extent to which these criteria are and the extent to which these criteria are consistent with the extant research and consistent with the extant research and literature; literature;

The research team will comprise:The research team will comprise:Bhindi (Wollongong); Bhindi (Wollongong); Smith (AUT); Smith (AUT); Hansen (NZ Consultant); & Hansen (NZ Consultant); & Riley (UNE).Riley (UNE).

A multi-faceted overarching A multi-faceted overarching question is being posed:question is being posed:

Who sees what behaviours, when, in Who sees what behaviours, when, in which situations, and what effects which situations, and what effects are perceived with respect to their are perceived with respect to their leaders’ behaviours and the effect of leaders’ behaviours and the effect of those leaders upon the educational those leaders upon the educational remit of the setting?remit of the setting?

Research FocusResearch FocusThe proposed research will involve case The proposed research will involve case

studies of school leaders as authentic studies of school leaders as authentic leaders as perceived by their teachers; leaders as perceived by their teachers;

It will explore the extent to which schools It will explore the extent to which schools as human service organizations exemplify as human service organizations exemplify the ideals of autonomy, collegiality, and the ideals of autonomy, collegiality, and shared leadership in a manner that is shared leadership in a manner that is consistent with the espousals of AL.consistent with the espousals of AL.

There is undoubtedly value in also There is undoubtedly value in also looking at leadership in tertiary agencies looking at leadership in tertiary agencies – leaders might become quite shocked at – leaders might become quite shocked at what their staff think.what their staff think.

Justification for StudyJustification for Study

1.1. As leadership is legitimized by followers, As leadership is legitimized by followers, it is important to ‘map’ (describe/plot) it is important to ‘map’ (describe/plot) follower perspectives on markers of AL.follower perspectives on markers of AL.

2.2. In line with literature and practice of In line with literature and practice of distributive leadership, the relationship distributive leadership, the relationship between leaders and followers may, in between leaders and followers may, in fact, be better understood through fact, be better understood through achieving deeper understanding of what achieving deeper understanding of what perceptions perceptions followersfollowers hold about the hold about the genuineness of this kind of leadership at genuineness of this kind of leadership at their workplace.their workplace.

Research proceduresResearch procedures

This will be a trans-Tasman series of This will be a trans-Tasman series of case studies:case studies:Armidale, NSW;Armidale, NSW;Wollongong, NSW;Wollongong, NSW;North Shore, Aotearoa New Zealand;North Shore, Aotearoa New Zealand;Rotorua/Whakatane, Aotearoa New Rotorua/Whakatane, Aotearoa New

Zealand.Zealand.The overarching methodology The overarching methodology

involves a case study evaluation of involves a case study evaluation of schools as organisationsschools as organisations

Research procedures cont.Research procedures cont.

A mixed methods approach will be A mixed methods approach will be used:used:Relevant institutional and government Relevant institutional and government

materials for documentary analysis;materials for documentary analysis; Websites will be reviewed for evidence of Websites will be reviewed for evidence of

AL;AL;On-line surveys to staff from schools using On-line surveys to staff from schools using

a a purposive sample of teacherspurposive sample of teachers;;In-depth semi-structured focus group In-depth semi-structured focus group

interviewsinterviews with with cross-section of teachers.cross-section of teachers.

In summary…In summary…

In summary, this mixed methods In summary, this mixed methods series of case studies will span rural series of case studies will span rural and metropolitan settings, will gather and metropolitan settings, will gather qualitative and quantitative data and qualitative and quantitative data and is, at best, exploratory in nature. It is is, at best, exploratory in nature. It is not an ambitious task because it only not an ambitious task because it only completes an initial exploration of a completes an initial exploration of a leadership construct/myth that we leadership construct/myth that we believe to be important.believe to be important.

What emerges from this What emerges from this session?session?

There is a need for this study;There is a need for this study; A cross-country analysis may be useful;A cross-country analysis may be useful; The politics of leadership will be The politics of leadership will be

scrutinized which may show that all that scrutinized which may show that all that glitters is not AL:glitters is not AL: The happy-clappies might not be that happyThe happy-clappies might not be that happy The chosen-frozens might become heard; The chosen-frozens might become heard;

We’ve concluded that an empirical study We’ve concluded that an empirical study with a range of data is required if we’re to with a range of data is required if we’re to move beyond the move beyond the charismaticcharismatic bind. bind.

We don’t want potentially explosive We don’t want potentially explosive situations like this in schools, do we?situations like this in schools, do we?

ReferencesReferencesBhindi, N. and Duignan, P. (1997). Bhindi, N. and Duignan, P. (1997). Leadership for the New Century: Leadership for the New Century:

Authenticity, Intentionality, Spirituality and SensibilityAuthenticity, Intentionality, Spirituality and Sensibility. Management . Management and Administration Journal 25:2.and Administration Journal 25:2.

Bhindi, N., Gerber, R., & Riley, D. ( 2002). Bhindi, N., Gerber, R., & Riley, D. ( 2002). Spirituality in Leadership: The Spirituality in Leadership: The Missing Link?Missing Link? Second International Conference on Catholic Second International Conference on Catholic Educational Leadership, Australian Catholic University, 5 August.Educational Leadership, Australian Catholic University, 5 August.

Bhindi, N. (2003). Bhindi, N. (2003). Practising Creative Leadership: Pipe Dream or Practising Creative Leadership: Pipe Dream or Possibility?Possibility? The Practising Administrator,Vol.1, pp. 18-21. The Practising Administrator,Vol.1, pp. 18-21.

Bhindi, N.(2004). Bhindi, N.(2004). Creating and Sustaining A Learning Breathing SchoolCreating and Sustaining A Learning Breathing School . . Keynote Presentation, Bomaderry Public School, Retreat, 18 July.Keynote Presentation, Bomaderry Public School, Retreat, 18 July.

Creighton, T. (1999) Creighton, T. (1999) Spirituality and the Principalship: Leadership for Spirituality and the Principalship: Leadership for the New Millennium.the New Millennium. International Electronic Journal For Leadership International Electronic Journal For Leadership in Learning, 16 April.in Learning, 16 April.

Miller, C. (2002). The Politics of Grace and the Abuse of Power In Miller, C. (2002). The Politics of Grace and the Abuse of Power In Graves, Graves, S. R. & Addington, T. G. (eds.) S. R. & Addington, T. G. (eds.) Life @ Work on LeadershipLife @ Work on Leadership. Jossey-. Jossey-Bass.Bass.

Moxley, R. (2000). Moxley, R. (2000). Leadership and SpiritLeadership and Spirit. Jossey-Bass.. Jossey-Bass.Starratt, R. J. (2004). Starratt, R. J. (2004). Ethical Leadership.Ethical Leadership. Jossey-Bass Jossey-Bass