A 3 page article review on a scholarly article by Quick and Normore (2004). In their informational article “Moral leadership in the 21st century: everyone is watching—especially the students,” the authors point out that leaders in education should be consistently aware that their behavior is interpreted by others to be a natural reflection of the values that they support. Whatever action an educational leader takes, it generates comment. The writer summarizes and discusses the points made. No additional sources cited.
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their behavior is interpreted by others to be a natural reflection of the values that they support. Whatever action an educational leader takes, it generates comment, as "everyone is watching-especially
the students" (Quick and Normore, 2004, p. 336). As this indicates, these authors discuss various topics relating to leadership in education. This includes "leadership relationships, interrelationshi8ps and interdependence," as
well as how "administrative moral leadership" fits into this picture (Quick and Normore, 2004, p. 336). First of all, the authors look at the paradigm of systems thinking in order
to discern how relationships, with the context of support structures and the policy making processes of school leaders, affect schools as a whole, with a particular focus students, but also
the communities they serve. This section of the article offers a conceptually rich discussion about what the authors term the "life-world" of a school, which is a focus that
looks beyond the narrow perspective of academic standards and encompasses the culture and community, as well issues pertaining to the politics, structure, bureaucracy and policy concepts that apply to an
institution. The authors maintain that the educational leaders should endeavor to achieve a life-world for a school that is both rational and inclusive. When this task is accomplished successfully,
the schools life-world will draw out "the unique potential inherent with each individual" (Quick and Normore, 2004, p. 336). The authors go on to describe how this process takes place
and the interrelationships that govern it. In particular, they focus on the pivotal role of the principal and how the culture of a school derives from his or her
leadership. The principals actions "shape the experiences within the school-both directly and indirectly-affecting and determining the norms and conventions of the institution..." (Quick and Normore, 2004, p. 336).