Burns (1978) argues that at “the highest stage of moral development, people are guided by near-universal ethical principles of justice such as equal rights of man and respect for individual dignity” (p. 42). According to Burns (1978), both transactional and transformational leadership have moral implications. On the one hand, the modal values ​​of honesty, responsibility, fairness and respect for commitments guide transactional leadership. On the other hand, transformational leadership is concerned with end values, such as freedom, justice, equity, and human rights. Burns (1978) states that “transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and led, and thus has a transformative effect on both” (p 20). Additionally, Foster (1986) adds that transformative leadership work “involves making decisions within a moral context” (p. 27). Therefore, from Burns' definition of moral development, we might assume that in the context of school structures, a principal who wishes to transform his or her school to support equity for students of color and low SES will need to moral support.