8 Chapter 1 In what ways are the children you teach likely to become teachers of their peers? In what ways are the teachers you lead likely to become leaders of their peers? In what ways do the least privileged children and teach- ers in your group benefit from your leadership? Think about the children in your classroom who have the fewest resources, such as family, money, equipment, or previous learning opportunities. Think about the newest teachers, whether they’re new to the profession or new to your work setting. How does your leadership benefit these teachers and children? What cultural values influence your expectations of a leader? How do your expectations compare with those of teachers from other cultural groups? Other Terms Used to Discuss Leadership One of the reasons there are so many definitions of effective leaders and leadership is that the other terms we use alongside leadership cause confu- sion. Terms that are often used to discuss leadership include power, author- ity, status, and management. When these terms are used in place of leadership, people’s feelings about leadership are affected. For example, someone who equates leadership with management may think of leadership as dull and boring if that’s the association they have with the term management. In focusing on power, authority, status, and management, we often make the mistake of locating leadership outside of the classroom or family child care setting. Let’s look at what each of the four terms mean, particularly in rela- tion to leadership. Power Leadership is not merely power. Power, in its most casually accepted defini- tion, can be described as an intentional, purposeful act in which one person LTL2_FINALpp.indd 8 11/4/09 3:21:08 PM