Ambiguity
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Used for class discussion, these slides describe the ambiguity models as a climate where contingency leadership (example: Fiedler's) may arise
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Researchers began to wonder if there was something unique in the way that effective leaders behave.
Trait and behavioral theories differ in terms of their underlying assumptions.
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2. Contingency theories emphasize that leadership effectiveness depends on factors like the leader's style and qualities matching the demands of the situation. Fiedler's contingency model and Hersey-Blanchard's situational leadership theory are discussed.
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Transactional leadership emphasizes results, stay within the existing structure of an organization and measures success according to that organization’s system of rewards and penalties.
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famous transactional leader
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weakness of transactional leadership
who is a transactional leader
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examples of transactional leaders today
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people who are transactional leaders
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ACS Cobham International School was one of the first schools to accompany its iPads implementation with a formal study of the effect on iPads in the affective and academic domains. This session will show how MAP data contributed to the study's conclusions and will provide participants with a tool to gauge the effectiveness of mobile technology in general and the iPad in particular. Using Engagement theory as a guide, ACS Cobham has completed a mixed methods study that will be of interest to schools exploring the potential of mobile devices to enhance both learning and affective domain behaviors. Educators keen to see how data driven goal setting can come alive for the iGeneration should attend.
Learning outcome
- How can the effect of mobile technology be objectively measured
- How can I make goal setting relevant to iGeneration students
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
ACS Schools combines three international schools on the outskirts of London, UK and one school in Doha, Qatar. The combined total of students is around 3,000. The three UK schools have been administering MAP since 2009. We use DesCartes and instructional resources across the district to guide instructional planning. Last year we began using NWEA Science tests for the first time. Our team includes our Assistant Head of School, the assistant principals from the Lower and Middle Schools, the assistant academic dean, a member of our IT support staff and three classroom teachers (one from each of the three divisions of the school using MAP).
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Ambiguity
- 1. Ambiguity A Climate for Contingency Leadership
- 2. Unpredictable Turbulent Uncertain
- 3. 1970s Dissatisfaction with formal models March and Olsen study (1976) • Ambiguity is a major feature of decision making in most public and educational organizations. “Garbage Can” Model (Cohen & March, 1982) • Problems, solutions, participants and choice opportunities are unpredictable in the decision making process.
- 4. Ambiguity Models as described by Bush (2006) Educational institutions have no clearly defined objectives.
- 5. Ambiguity Models Schools have a problematic technology; their processes are not properly understood.
- 6. Ambiguity Models Links between the groups are tenuous and unpredictable. Organizational structure is problematic.
- 7. Ambiguity Models appropriate for professional client-serving organizations
- 8. Ambiguity Models There is fluid participation in the management .
- 9. Ambiguity Models Schools experience difficulties in interpreting the various messages being transmitted from the environment.
- 10. Ambiguity Models Decisions have no clear focus due to lack of agreed goals.
- 11. Ambiguity Models Decentralization enables the organization to survive while particular subunits are threatened.
- 12. Limitations of Ambiguity Models It is difficult to reconcile ambiguity perspectives with the customary structures and processes of schools and colleges. They exaggerate the degree of uncertainty in educational institutions. They are less appropriate for stable organizations or for any institutions during periods of stability. They offer little practical guidance to leaders in educational institutions.
- 13. Contingent Leadership - adapting leadership styles to particular situations - depends on managers “mastering a large repertoire of leadership practices” (Leithwood, Jantzi & Steinbach, 1999)
- 15. created by Therese June Aranas (Images retrieved from Google Images) for discussion in DEM-604, Philosophy of Educational Management Mindanao University of Science and Technology Cagayan de Oro City, Philippines (Professor: Dr. Genaro V. Japos)