University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1989 Style and power : leadership and democracy in the urban high school : an analysis of two high schools. Ruben de Freitas Cabral University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Cabral, Ruben de Freitas, "Style and power : leadership and democracy in the urban high school : an analysis of two high schools." (1989). Doctoral Dissertations 1896 - February 2014. 4414. https://scholarworks.umass.edu/dissertations_1/4414 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. STYLE AND POWER LEADERSHIP AND DEMOCRACY IN THE URBAN HIGH SCHOOL AN ANALYSIS OF TWO HIGH SCHOOLS A Dissertation Presented by RUBEN DE FREITAS CABRAL Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1989 School of Education (cT) Copyright by Ruben de Freitas Cabral, 1989 All Rights Reserved STYLE AND POWER LEADERSHIP AND DEMOCRACY IN THE URBAN HIGH SCHOOL AN ANALYSIS OF TWO HIGH SCHOOLS A Dissertation Presented by RUBEN DE FREITAS CABRAL Approved as to style and content by: J. U Seth Kreisberg, Mei^be\ JohnvRobert Mul Member ^ t. Marilyn Haring-Hidore, Dean School of Education ACKNOWLEDGMENTS A doctoral dissertation can be compared, in many ways, to a scholastic initiation. If the major direct effort is of an individual nature, the support that underpins that exertion of personal will, is definitely not. In my case, I am most indebted to the members of my dissertation committee, Professors Atron Gentry, Seth Kreisberg, and John R. Mullin. Their individual and collective capacity to question, to understand, and to stimulate my work was always generous and pertinent. I owe also an immense debt of gratitude to the students, faculty, and staff who participated in this study. The Rindge and Latin community demonstrated to me, once more, that it is indeed a pleasure and an opportunity to be one of its members. A very special place has been reserved, however, for the students, faculty, and staff of the Escola Secundaria de Pedro Nunes. Their generosity was unbounded, their friendship infectious, their openness enlightening, their enthusiasm and curiosity, highly stimulating. I will never forget their good will, exemplified by that senior class, who unable to afford to give me part of their iv scheduled school time, decided to come for an extra class, on a beautiful and sunny afternoon, to participate in my survey. And they were all there 1 Some individuals deserve a special mention. The members of the Directive Council of the Escola Secundaria de Pedro Nunes, Manuel Jose Castanheta, Armando M. Alvoei- ro, Maria Alice P. Fernandes, and Antonio L. Morgado Gomes, who offered me their generous hospitality. Maria Constanga Mendes de Maia Alves, a perfect hostess and guide, Fernando « de Castro Rodrigues Cabral, Maria Luiza Corte-Real Nogueira de Abreu, and Pedro Bandeira Ferreira, who provided me with assistance and thoughtful insights into their professional worlds. Some of my colleagues at Rindge and Latin were very close to this project. Edward R. Sarasin, the prin¬ cipal, who has been a friend, and a challenging educational companion of my last ten years. Walter J. Patacchiola, whose generous friendship, keen intelligence, and uncom¬ promising scholarship have always been a source of inspira¬ tion. He read most of this document, and watched benignly for my sometimes awkward use of this language that I have grown to love. Filomena da Silva-Moreira, the most loyal and dedicated assistant one could ever wish, made my daily tasks much easier, and was always a tower of support, and of understanding. Diane Tabor, Joseph X. Sullivan, Jose L. v Ribeiro, and Richard Barbosa, volunteered their time and knowledge in different phases of this project. Marcus Lieberman guided me through the correctness and precision of statistical procedures. Pedro d'Orey da Cunha, a long¬ time friend and colleague, put at my disposal his knowledge and influence. We have spent, over the last fifteen years, many hours debating the issues that are discussed in this study. As the current Secretary of State for Educational Reform of the Government of Portugal, he has now the opportunity to implement many of those early dreams. Fernando de Castro Brandao, a rigorous historian, and a distinguished Portuguese diplomat, shared with me his critical historical perspectives, friendship, and support. Above all, I must thank my family: my parents, who instilled in me the vigor of survival and of discipline, and who never accepted my episodic moments of discourage¬ ment, and my wife, Fatima. In a very special way, a very special word for Fatima, the woman whose love has made my life a continuing succession of new beginnings. She gave my life a sense of purpose, and provided, throughout this journey, the emotional support which made this disserta¬ tion possible. To her, and to my daughters, Alexandra and Filipa, I dedicate this work. vi ABSTRACT STYLE AND POWER LEADERSHIP AND DEMOCRACY IN THE URBAN HIGH SCHOOL AN ANALYSIS OF TWO HIGH SCHOOLS MAY 1989 RUBEN DE FREITAS CABRAL M.A., GODDARD COLLEGE Ed. D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Atron Gentry The purpose of this study is to analyze leadership and democracy in the urban high school. Two administrative models were chosen: one where administrators were appointed, (The Cambridge Rindge and Latin School, U.S.A.), and another where they were elected (Escola Secundaria de Pedro Nunes, Portugal). The methodology included a detailed historical research, in loco observations, interviews, and statistical analysis of data collected from a school climate survey administered to students, teachers, administrators, and support staff. E.S.P.N. was found to be a well developed school whose greatest strength was in its perceptions of Community and Equal Treatment, and C.R.L.S., while attesting strong feelings of community, gave its highest scores to Options and Goal Direction. Vll table of contents Page ACKNOWLEDGMENTS . iv ABSTRACT . vii LIST OF TABLES . xii LIST OF FIGURES . xvi CHAPTER INTRODUCTION . 1 I DEMOCRACY AND LEADERSHIP IN EDUCATION . 12 The Theoretical Context of the Research Problem . 12 Democracy, Morality, and Freedom The Cornerstones of Education . 14 Dewey: Education for Democracy . 14 Kohlberg: Moral Education and Democracy.. 19 Freire: Education for Freedom . 27 Style and Power The Essence of Leadership . 35 The Nature of Leadership . 38 Theories of Leadership . 43 Leadership and Power . 50 Leadership in a Democratic Society . 76 Leadership and Followership . 80 Leadership and Organizational Development . 82 Leadership and School Climate . 88 Summary . 93 viii CHAPTER Page II THE STORY OF EDUCATION IN AMERICA AND PORTUGAL. 102 The Historical Context of the Research Problem . 102 Education in America: The Promise Fulfilled . 104 God and Letters in Massachusetts: The Puritan Experiment . 106 The Search for the Reasonable Society ... 117 Sculptors of the American Soul . 139 The Architects of the Corporate School .. 155 The Search for Meaning. 184 Education in Portugal: Unfinished Chapters . 191 Finisterra: A Meeting Place in Europe ... 194 Peoples of The Book: Christians, Jews, and Muslims in Hispania . 201 Monks, Warriors, and Troubadours . 207 Princes of the Renaissance and the renaissance of Portugal . 224 Unitas (sed non) Uniformitas . 244 The Great Marquis: The Light and the Shadow . 280 Liberalism: Ideology and Reality . 329 The Fox and the Icon: Life beyond the Fable . 374 Freedom Reborn: The Ecstasy and the Will . 407 Conclusions . 439 III THE SIGN OF THE PHOENIX . 459 Toward a Portrait of two High Schools . 4 59 Cambridge Rindge and Latin School: An Essay on Diversity . 459 The Escola Secundaria de Pedro Nunes: The Eve of Rebirth . 480 ix CHAPTER Page IV METHODOLOGY . 502 Selection of Schools . 505 The Sample . 506 The Instrument . 507 Domains and Variables . 508 Internal Consistency Reliabilities . 512 Statistical Analysis . 512 V RESULTS OF THE STUDY . 514 Analytical Overview of C.R.L.S. and E.S.P.N. ... 514 Relationships . 515 Personal Development . 516 Organization . 518 Analysis of Data by Group . 519 Relationships . 519 Personal Development . 521 Organization . 524 Analysis of Data by Students' Grade . 527 Relationships . 527 Personal Development .:. 53 0 Organization . 533 Analysis of Data by Students' Country and Sex .. 538 Relationships . 538 Personal Development . 540 Organization . 541 Analysis of Data by Students' Academic Achievement . 542 Relationships . 542 Personal Development . ^4 5 Organization . 547 x CHAPTER Page Analysis of Data by Students' Opinions of Schools . 549 Relationships . 550 Personal Development . 553 Organization . 555 Summary . 557 VI DISCUSSION, CONTRIBUTIONS, AND IMPLICATIONS .... 559 A Global Analysis . 559 Leadership Style . 560 The Concept of Power . 563 The Sense of Community . 563 The Role of Groups . 565 The Learning Environment . 567 The Level of Effectiveness . 570 Contributions and Implications . 571 APPENDICES A. 1988 SCHOOL CLIMATE QUESTIONNAIRE FOR STUDENTS . 574 B. 1988 QUESTIONARIO SOBRE AMBIENTE ESCOLAR PARA ALUNOS