Power and Authority in Effective School Leadership

Power without authority is illegitimate. Authority without power is impotent. Both power and authority exists in schools. Each is represented formally as well as informally in the individuals present. The school's head administrator is an ideal example of formal power.

An administrator's position automatically comes with a certain amount of power, because they represent the school system. This is legitimate power. Once in the school they can exert and build upon their power in several other ways. First, they can use reward power. This behaviorist approach to power gives rewards for the performance of the desired behaviors. The rewards are linked to compliance and must always be ethical. The level of the reward must fit the level of expected behavior to be attractive the follower.

Secondly, they can use coercive power. This type of power should be a last resort and should be avoided if at all possible. Coerciveness alienates individuals. There may be compliant, but to individuals who are well adjusted and emotionally healthy, it may be accompanied with resentment. This power is energy intensive as the administrator through punishment incentives, tries to move the will of another adult.

Thirdly, the administrator has access to referent power. With referent power, the administrator begins to operate more with authority with power. Subordinates begin to have an affinity with the leader who is admired and respected. They get compliance because the people they supervise want to and not because they have to. Referent power solidifies the position of the administrator.

Lastly, there is expert power. Administrators who demonstrate expertise in meeting the goals of the school will have greater influence with staff.

I have had the good fortune to work in three highly functioning schools. In each, I attribute their success to the leadership of the principles. I never saw an overt display of coercive power. If it was exerted, it was probably behind closed doors on a case by case basis. Granted, when I came, these leaders had been in their positions a long time and probably had learned from earlier misguided attempts at power.

When I arrived, I witnessed each of these leaders carry a great deal of authority with the staff. They were adept at using all the strategies of enhancing authority. At times they were strategically lenient and supportive. At the appropriate times, they were emotionally detached from decisions. They were able to utilize hierarchical independence and influence and they were authentic. Because their schools were excellent and not a headache for the district, they were able to go to the higher ups and secure what they needed for their teachers. Yet they were autonomous and independent enough from the district administrators to implement measures in the schools that may be outside the norm, but that worked to enhance their teacher and students' achievement.

When you have people together in an organization, you will inevitably have conflict and hostility. Yet because of the strong leadership in these schools, this was not openly evident. If present, the effects were not allowed to spill over and poison the rest of the faculty and staff.

Rationality prevailed. The leaders were able to turn everyone's attention to the goals at hand. This, however, went well beyond the goals of the districts' expectations and statewide standards. The pervasive goal was to ascend to and maintain a school culture of excellence. These schools had a distinct culture that the teachers had bought into. The culture in these schools was so strong that new teachers either got with the program or they were not happy to stay there. The administrator did not have to encourage them to leave, the strong culture of the school was the driving force behind their eventual exit.

These leaders had high expectations. Teachers gladly tried to rise to the challenge because each of these administrators demonstrated that they were willing to work just as hard themselves. They put in long hours right along side the teachers. This greatly enhanced their power and authority.