ABSTRACT
Teaching leadership would implicitly and explicitly address the teaching and learning of individual and collective power. Brisken and Shrewsbury both advocate that teaching leadership should be the goal of all teachers. An understanding of women's moral development women's ways of knowing, women's academic lives and women's ways of leadership has led the way to appreciating the feminine principles by which many women live. Charismatic leadership provided by Ruth was based upon a collegual model. Charismatic leadership was based upon an "energy" and a "presence" that encouraged an exchange of energy—the will and deep belief in self and others. It requires a pedagogic moment to reach inside another and to help him or her see their potential. Teaching leadership would simultaneously empower and grant authority in a mutually appropriate fashion. Avolio and Bass and Graham argue that the most effective leadership, or transformational leadership, fosters follower autonomy rather than automatic followership.
