It has been a tough week for many reasons, not the least of which being the passing of actor Gene Hackman. Gene Hackman was a wonderful actor and starred in many influential and entertaining films. A favorite was the 1997 film, Absolute Power. In the film, Hackman portrays a power drunk POTUS who spends most of his time covering his misdeed(s). The quote below perhaps also lends an idea of the plot played out in the film.
- "Power tends to corrupt and absolute power corrupts absolutely." ~John Dalberg-Acton
This seems an appropriate time to review the roles of leadership and power in education.
Merriam-Webster defines leadership, a noun, as:
- the office or position of a leader.
- capacity to lead
- the act or an instance of leading
Merriam-Webster defines power, which may be used a noun, verb AND adjective, as:
- Noun usage
- the ability to act or product an effect
- possession of control, authority or influence over others
- Verb usage
- to supply with power, especially motive power
- Adjective usage
- of, relating to, or utilizing strength
Next up is the relationship between leadership and power. The Center for Creative Leadership has an informative article if a review is needed.
Experiences in schools likely vary widely, but for most of my career, I have worked with leaders who value and healthily exercise the power of expertise, relationship-building, charisma (or referent), reward, and when needed, positional. Fundamentally, I feel punishment should be used rarely. In my opinion, overuse of the power of punishment is the function of a deficit mindset as well as assuming negative intent in others. Most schools and leaders subscribe to a growth mindset and assume positive intent in others.
It is important to note the use of the term control (underlined) in the noun usage definition of power. Many years ago I learned to use the term manage over the term control simply because control is not frequently necessary or desirable in education. Manage has always been a more desirable and realistic term for describing the day-to-day flow of a school. One does not control a classroom of 32 students, one strives to manage the classroom for realistic and meaningful student outcomes on a daily basis. I believe the pursuit, or overuse, of control could be the variable that tips the powerful leader towards being the leader with absolute power. We know where that may lead.
Onward
