The previous chapter has shown that critical theorists provide a basis for reconceptualizing school leadership. Critical leadership in schools is a communal act and an educative process. The wisdom and skills related to the leadership act are not necessarily the monopoly of any single individual, nor are they necessarily hierarchically distributed in the school. Leadership is a reflective activity. All who participate in the school must become more aware of self, task and the context in which they work. Leadership is thus educative since critical enquiry rests upon a desire to increase awareness and learn (Duignan 1988:11). Moreover, leadership is concerned with ethics and morals as well as technical matters because it is not a value free process and schools are value laden institutions.