This document contains course notes for the course "Management and Leadership in Education". Topic 11 discusses leadership in schools. It defines leadership and identifies key traits and skills of effective leaders, such as self-confidence, integrity, and conceptual skills. The notes explain different theories of leadership, including transformational leadership and the path-goal theory. Transformational leaders inspire followers through idealized influence, intellectual stimulation, and individualized consideration. The document also distinguishes between the roles of an administrator and a leader, noting that leaders emphasize adaptive change while administrators focus on stability and efficiency.
An overview of leadership, different types of headship and different types of school structures. The range of contexts for school leadership is dazzling. The critical task of leading a school remains the same and the most important job after parenting!
An overview of leadership, different types of headship and different types of school structures. The range of contexts for school leadership is dazzling. The critical task of leading a school remains the same and the most important job after parenting!
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
The Full Range Leadership Model - a one page overviewRichard Fryer
Provides a summary of the full range of leadership styles from transformational, transactional, laisez-faire and avoidant. Articulates the key behavioural indicators of leadership characterizing each style. MLQ is the 360 (or self report) inventory to use in conjunction with this model. Extensive peer-reviewed work exists supporting the value of this model of leadership in organizations.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
The Full Range Leadership Model - a one page overviewRichard Fryer
Provides a summary of the full range of leadership styles from transformational, transactional, laisez-faire and avoidant. Articulates the key behavioural indicators of leadership characterizing each style. MLQ is the 360 (or self report) inventory to use in conjunction with this model. Extensive peer-reviewed work exists supporting the value of this model of leadership in organizations.
La ética de la investigación científica exige rigor intelectual y despojarse de ideologías o convicciones religiosas a la hora de hacer una interpretación de los datos obtenidos y sobretodo buscar una muestra fiable en cualquier estudio evitando así sesgar los resultados presentando una muestra no expresiva del universo estudiado.
Leadership studies is a multidisciplinary academic field of study that focuses on leadership in organizational contexts and in human life. Leadership studies has origins in the social sciences (e.g., sociology, anthropology, psychology), in humanities (e.g., history and philosophy), as well as in professional and applied fields of study (e.g., management and education). The field of leadership studies is closely linked to the field of organizational studies.
As an academic area of inquiry, the study of leadership has been of interest to scholars from a wide variety of disciplinary backgrounds. Today, there are numerous academic programs (spanning several academic colleges and departments) related to the study of leadership. Leadership degree programs generally relate to: aspects of leadership, leadership studies, and organizational leadership (although there are a number of leadership-oriented concentrations in other academic areas).
CH 2_Establishing A Framework for School Leadership.pdfVATHVARY
Compare and contrast leadership principles of the 20th century with those advocated for leaders of the 21st century;
Provide evidence to support the style of leadership that will work best for you in a given school leadership role;
Provide examples of how contingency and situational leadership theories inform contemporary leadership practices
Effectiveness of leadership depends on the situation. The styles a manager chooses may depend on the following situations.
o Forces in the manager i.e. his value system & confidence in subordination
o Forces in subordinate e.g. subordinates expectation
o Forcer in the situation e.g. types of the organization, the nature of the problem, the pressure of time, etc.
Conclusion
Varying Leadership Style
Three factors that influence which leadership style to use.
1. The manager’s personal background: What personality, knowledge, values, ethics, and experiences does the manager have. What does he or she think will work?
2. Staff being supervised: Staff individuals with different personalities and backgrounds; the leadership style used will vary depending upon the individual staff and what he or she will respond best to.
3. The organization: The traditions, values, philosophy, and concerns of the organization influence how a manager acts
Determining the Best Leadership Style
• Leaders tasks should be more relationship (people) oriented
• Leaders have a dominant style, one they use in a wide variety of situations
• No one best style - leaders must adjust their leadership style to the situation as well as to the people being led
• Many different aspects to being a great leader - a role requiring one to play many different leadership styles to be successful.
5.1.1. LEADERSHIP THEORIES
For decades, leadership theories have been the source of numerous studies. In reality as well as in practice, many have tried to define what allows authentic leaders to stand apart from the mass! Hence, there are many theories on leadership as there are philosophers, researchers and professors that have studied and ultimately published their leadership theory. Every leader is different, and no single theory works for all leaders Therefore, theories are commonly categorized by which aspect is believed to define the leader the most. The most widespread one's are:
1. Great Man Theory,
2. Trait Theory,
3. Behavioral Theories.
4. Contingency Theories,
1. GREAT MAN THEORY (Thomas Carlyle, 1847)
This theory is often linked to 19th century philosopher and historian Thomas Carlyle, who commented that "The history of the world is the biography of great men." This theory is usually contrasted with a theory that talks about events occurring in the fullness of time, or when an overwhelming wave of smaller events cause certain developments to occur.
The Great Man theory assumes that the traits of leadership are intrinsic. That simply means that great leaders are born they are not made. This theory is based on the belief that leaders are exceptional people, born with innate qualities, destined to lead.
The idea of the Great Man also strayed into the mythic domain, with notions that in times of need, a Great Man would arise, almost by magic. Gender issues were not on the table when the 'Great Man' theory was proposed.
Learning Objective: Examine methods for developing a successful team
Are you the type of leader who takes control of a situation by conveying a clear vision of the group’s goals, who exhibits a passion for your work, and who has the ability to put others at ease? If not, do you want to be this person? A transformational leader is one that can inspire positive changes in those around them, is energetic, and is enthusiastic. These leaders are focused on helping their team members rise to their best. This seminar will address how transformational leadership can convey trust and develop employees.
By the end of the session, participants will:
a. Discuss what transformational leadership is.
b. Discover the traits that support and mentor employees to greatness.
c. Examine processes for boosting morale, creating positive expectations, and leading empowered groups.
Top mailing list providers in the USA.pptxJeremyPeirce1
Discover the top mailing list providers in the USA, offering targeted lists, segmentation, and analytics to optimize your marketing campaigns and drive engagement.
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
In the recent edition, The 10 Most Influential Leaders Guiding Corporate Evolution, 2024, The Silicon Leaders magazine gladly features Dejan Štancer, President of the Global Chamber of Business Leaders (GCBL), along with other leaders.
FIA officials brutally tortured innocent and snatched 200 Bitcoins of worth 4...jamalseoexpert1978
Farman Ayaz Khattak and Ehtesham Matloob are government officials in CTW Counter terrorism wing Islamabad, in Federal Investigation Agency FIA Headquarters. CTW and FIA kidnapped crypto currency owner from Islamabad and snatched 200 Bitcoins those worth of 4 billion rupees in Pakistan currency. There is not Cryptocurrency Regulations in Pakistan & CTW is official dacoit and stealing digital assets from the innocent crypto holders and making fake cases of terrorism to keep them silent.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
3.0 Project 2_ Developing My Brand Identity Kit.pptxtanyjahb
A personal brand exploration presentation summarizes an individual's unique qualities and goals, covering strengths, values, passions, and target audience. It helps individuals understand what makes them stand out, their desired image, and how they aim to achieve it.
2. COURSE: EPB2033: MANAGEMENT AND LEADERSHIP IN EDUCATION
FACULTY: EDUCATION AND SOCIAL SCIENCES
TOPIC 11: Leadership in Schools
(Textbook Chapter 12)
11.0 Introduction
This topic will explain leaders and leadership are important. The topic also covers the basic
assumptions for leadership. Learners should be able to give example of: (a) definition of
leadership; (b) traits, and skills of leaders. At the end of this topic, learners should be able to
explain the critical situational factors in educational leadership are environment, leader roles,
nature of subordinates, and characteristics of the organization.
11.0.1 Overview
Leaders stress adaptive change and getting people to agree about what needs to be
accomplished. Leadership broadly defined as: a social process in which a member or
members of a group influence the interpretation of events, choice of goals/outcomes,
organization of work activities, motivation, abilities, power relations, and shared
orientations. As a social influence process and a specialized role, leadership is
comprised of both rational and emotional elements.
Leaders and leadership are important because they serve as anchors, provide guidance
in times of change, and are responsible for effectiveness of organizations.
Personality, motivation, and skill factors appear to be systematically related to
leadership in schools.
11.1 Key Contents
11.1.1 Definition of Leadership
• Bennis (1989) considered leadership is like beauty, it is hard to define, but we
know when we see it.
• Martin M. Chemers (1997) stated that leadership is a process of social influence
in which one person is able to enlist the aid and support of others in
accomplishment of common task.
• Katz and Kahn (1978) identify three major components of leadership 1) an
attribute of an office or position, 2) characteristic of a person, and 3) a category of
actual behaviour.
• Rodney T. Ogawa and Steven T. Bossert (1995) stated that leadership is a quality
of school organizations, which flows broadly through social networks and roles.
• Mark A. Smylie and Ann W. Hart (1999) support for leadership as an
organizational property of school.
• Finally, traditional definitions of leadership tend to emphasize rational processes
in which leaders influence followers to believe that it is in their best interest to
cooperate and achieve shared task goals.
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3. COURSE: EPB2033: MANAGEMENT AND LEADERSHIP IN EDUCATION
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11.1.2 Trait, Skills, and Leadership
Three sets of characteristics such as personality, motivational, and skills very much
important, that are related to leadership effectiveness. Aristotle thought that
individuals are born with characteristics that would make them leaders. Bass (1990)
observes that early in 20th
century, leaders were generally regarded as superior who,
because of fortunate inheritance or social circumstance, possessed qualities and
abilities that differentiated them from people in general.
Early Trait Research
Ralph M. Stogdill (1984) reviewed 124 trait studies of leadership that were
completed between 1904 and 1947. He classified the personal factors associated
with leadership in the following five general categories;
i) Capacity - intelligence, alertness, verbal facility, originality, judgment.
ii) Achievement- scholarship, knowledge, athletic accomplishments.
iii) Responsibility – initiative, persistence, aggressiveness, self-confidence,
desire to excel
iv) Participation – activity, cooperation, adaptability, humour.
v) Status – socioeconomic position, popularity.
a) Personality Traits
According to Yukl (2002), personality traits are relatively stable dispositions to
behave in a particular way. Five particularly important;
i) Self-confident leaders are more likely to set high goals for themselves and
their followers.
ii) Stress-tolerant leaders are likely to make good decisions, to stay calm,
and to provide decisive direction to subordinates in difficult situations.
iii) Emotionally mature leaders tend to have an accurate awareness of their
strengths and weaknesses and to be oriented toward self-improvement.
iv) Integrity means that the behaviours of leaders are consistent with their
stated values and that they are honest, ethical, responsible, and
trustworthy.
v) Extroversion or being outgoing, sociable, and comfortable in groups.
b) Motivational Traits
Motivation is a set of energetic forces that originate both within as well as beyond
an individual to initiate work-related behaviour. Append herewith five
motivational traits are especially critical for leaders;
i) Task and interpersonal needs are two underlying dispositions that
motivate effective leaders.
ii) Power needs refer to motives of individuals to seek positions of authority
and to exercise influence over others.
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4. COURSE: EPB2033: MANAGEMENT AND LEADERSHIP IN EDUCATION
FACULTY: EDUCATION AND SOCIAL SCIENCES
iii) Achievement orientation includes a need to achieve, desire to excel,
drive to succeed, willingness to assume responsibility and a concern for
task objectives.
iv) High expectations for success of school administrators refer to their belief
that they can do the job.
v) Self-efficacy, the belief in one’s ability to organize and carry out a course
of action, is related to leader performance and transformational leadership
(Bass and Riggio, 2006)
c) Skills
An important but often neglected component of educational leadership is the
skills to compete a job. Yulk (2002) and Northouse (2004) discuss three
particularly important categories of skills associated with leader effectiveness:
technical, interpersonal, and conceptual.
i) Technical skills mean having specialized knowledge about and being
adapt at a specific type of work, activity, and procedure.
ii) Interpersonal skills encompass an understanding of feelings and attitudes
of others and knowing how to work with people in individual and
cooperative work relationships.
iii) Conceptual or cognitive skills involve the abilities to form and work with
concepts, to think logically, and to reason analytically. Meaning help
leaders develop and use ideas to analyze, organize and solve complex
problems.
11.1.3 Three Types of Leadership
• Laissez-faire Leadership
Leaders avoid expressing their views or taking action on important issues, fail
to make or at least delay decisions, ignore responsibilities, provide no
feedback, and allow authority to remain not active.
• Transactional Leadership
Leaders who motivate followers by exchanging rewards for services for
example, a principal provides new instructional materials or increased
planning time to teachers so they can institute a new curricular program.
• Transformational Leadership
Transformational leadership is an expansion of transactional leadership that
goes beyond simple exchanges and agreements. Transformational leaders are
proactive, raise the awareness levels of followers about inspirational collective
interests, and help followers achieve unusually high performance outcome.
Idealized influence builds trust and respect in followers
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5. COURSE: EPB2033: MANAGEMENT AND LEADERSHIP IN EDUCATION
FACULTY: EDUCATION AND SOCIAL SCIENCES
Inspirational motivation changes the expectations of group members
to believe that the organization’s problems can be solved (Atwater and
Bass, 1994)
Intellectual stimulation addresses the problem of creativity (Atwater
and Bass, 1994)
Individualized consideration means that transformational leaders pay
particular attention to each individual’s needs for achievement and
growth.
11.1.4 Path-Goal theory of leadership
Defined and redefined by House (1971, 1973, 1996) and House and Mitchell (1974).
Core assumption: followers will be motivated if they feel capable of doing the work,
they believe efforts will produce desired outcomes, and rewards will be worthwhile.
Leaders complement task environments, subordinates’ abilities, and compensate for
deficiencies
Five basic leader behaviors related to situational factors
• Path-goal clarifying behaviors: make subordinates’ needs and preferences
contingent on effective performance. When task demands are satisfying but
ambiguous, path-goal clarifying behaviors will motivate.
• Achievement-oriented leader behavior: encourage excellent performance,
set challenging goals, seek improvements, and show confidence. Will be
effective when subordinates have individual responsibility and control over
work.
• Supportive leader behavior: show concern for welfare, create
psychologically supportive environment, and consider subordinates’ needs
and preferences. Will be most necessary when situation is dangerous,
monotonous, stressful, frustrating. Will have limited effect when tasks are
intrinsically satisfying or situation is not stressful.
• Value-based leader behavior: appeal to followers’ values, enhance self-
efficacy, and tie self-worth to contributing to leader’s mission. Define the
vision for the group and support with symbolic behaviors. Will produce
intergroup conflict when values in the leaders vision conflict with dominant
coalition or prevailing culture.
• Shared leadership: share leader behaviors with members of the work group.
Will enhance cohesiveness and performance when work is interdependent
within the work unit.
11.2 Administrator or Leader?
Administrator: emphasizes stability and efficiency. Plan and budget, organize and staff,
and control and solve problems. Structured observation studies reveal similar
characteristics of administrative jobs across countries and organizational settings:
• School administrators work long hours at a physically exhausting pace.
• School leaders rely on verbal media, and spend much time walking through
the building and talking to individuals and groups.
• Administration requires the ability to change gears and tasks frequently.
• Span of concentration for school administrators is short—the job is
fragmented and discontinuity is prevalent.
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6. COURSE: EPB2033: MANAGEMENT AND LEADERSHIP IN EDUCATION
FACULTY: EDUCATION AND SOCIAL SCIENCES
Leader: emphasizes adaptive change, consensus building. Establish direction, align
people, motivate and inspire.
Both terms refer to individuals who occupy positions in which they are expected to exert
leadership for subordinates or followers.
11.3 Summary
Leadership in schools is a complex and ambiguous process. It involves more than mastering
a set of skills; find the right situation and exhibiting a certain style of behaviour.
11.4 Tutorial Activities
11.4.1 Activity 1
Analyze of transformational leadership in your school organization. Think of a
principal or other leader with whom you have worked. Describe the individual using
the factors of transformational leadership and how followers reacted.
11.5 REFERENCES
Wayne K. H, & Cecil G. M. (2008). Educational Administration: Theory, Research, and
Practice. Eight Edition -International Edition. New York: McGraw – Hill Companies.
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7. COURSE: EPB2033: MANAGEMENT AND LEADERSHIP IN EDUCATION
FACULTY: EDUCATION AND SOCIAL SCIENCES
Leader: emphasizes adaptive change, consensus building. Establish direction, align
people, motivate and inspire.
Both terms refer to individuals who occupy positions in which they are expected to exert
leadership for subordinates or followers.
11.3 Summary
Leadership in schools is a complex and ambiguous process. It involves more than mastering
a set of skills; find the right situation and exhibiting a certain style of behaviour.
11.4 Tutorial Activities
11.4.1 Activity 1
Analyze of transformational leadership in your school organization. Think of a
principal or other leader with whom you have worked. Describe the individual using
the factors of transformational leadership and how followers reacted.
11.5 REFERENCES
Wayne K. H, & Cecil G. M. (2008). Educational Administration: Theory, Research, and
Practice. Eight Edition -International Edition. New York: McGraw – Hill Companies.
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