Page 12 - Mini-Module 1

Complexity Theory

An exciting new way of thinking about how to ‘escape the engine
room’ and make your leadership exciting can be found in Complexity
Theory.

A deep-seated belief accompanying leadership for many principals has
been the perceived need of being in control and a need to predict and
direct the nature and direction of change.

This belief takes many forms in day-to-day school leadership. It can be
seen in the work of principals who do not allow teachers to have input
to the school budget (some teachers have never even seen their
school’s budget). It can be seen in the work of principals who keep a
tight reign on the development and implementation of behaviour
management policy. It is evident in the work of principals who directly
monitor and control the rate of usage of teaching resources (from
textbooks to pencils, photocopying to internet time). It is evident in
the work of principals who make dealing with parent complaints the
sole domain of the principal.

Contrary to this notion of ‘in control’, Complexity Theory suggests that
the desired order we seek through control is in fact the very outcome
of change and uncertainty and will come to pass regardless of all of our
efforts to be in control. This is a ‘complex’ paradox worth thinking
about.
The key message of the Complexity Theory in very simple terms is that
our world is a complex place. Not only is ‘reality’ subjective, but it is
also the result of our interactions with each other and with our
environment. We are the creators of our "reality". Our school, for
instance, is not a reality comprised of things independent of ourselves,

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