By far the most challenging task faced by schools in post-apartheid South Africa, has been the distance educational leaders were mandated to put between the educational institutions and the apartheid legacy of racial discrimination and exclusion. It is therefore not surprising that there are two dominant approaches to educational leadership, namely the transactional and transformational leadership paradigms that were considered as apposite to ensure the implementation of new educational policy and curriculum developments. Indeed, the theoretical debates about educational leadership have extended expositions of the concepts of transactional and transformative leadership that are often perceived as forms of educational leadership that can enhance the democratisation of educational institutions, such as schools. However, after the demise of apartheid all attempts to move beyond authoritative practices have been shown to be undesirable; and the transactional and transformative forms of educational leadership might have too hastily and prematurely abandoned authoritative forms of leadership. Therefore, in this article the authors argue in defence of authority as constitutive of transformative leadership in schools by reflecting on current leadership practices in schools.