ABSTRACT
An educational leader in potentiality engages others and through critique - that is, listening and reflecting on others' views and then offering a response to what is being said either through modification or through disagreement or abandonment. An interruption of change happens only when educational leaders consider their actions as having been actualised, thus blunting the possibility of sustainable change. Through human infancy, the educational leader realises that he or she can learn from others and thus honours them with his or her presence. When educational leaders are confronted with the problems of unprofessional behaviour and breach of trust situations, such leaders are confronted with tense situations, a source of concern for much distress in the institution. The educational leadership in action is independent of conceptions of measurable outcomes since it attaches itself to the natural rhythms of people rather than to externally conceived notions of how to be and act and of how not to be and act.
