This document provides an overview of a lecture on educational leadership given by Dr. Muhammad Jamil. It introduces Dr. Jamil's qualifications and experience in education. The lecture covers topics like definitions of leadership, sources of power in leadership, John Maxwell's five levels of leadership, the relationship between leadership and management, educational leadership, the need and scope of educational leadership, Pakistan's Vision 2025, and notable Muslim educational leaders from history like Jinnah, Sir Syed Ahmad Khan, and Allama Iqbal. Participants were asked to reflect on the concepts and share their understanding in the chat.
8615 Unit #01
Management
All topics of unit one are described in this Presentation. Carefully read and understand the chapter throughout. If you want to improve the topic,use your 8615 aiou text book for prolonged explanation.
It implies the number of people who are directly managed by a single individual. Span of management is also known as span of control, span of responsibility and span of authority.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
This document discusses key concepts in performance management for educational institutions. It defines key performance indicators and monitoring and evaluation. It explains performance appraisal processes, including establishing standards, measuring performance, providing feedback, and decision making. Performance appraisal is used for promotions, training, compensation, and communication. The document also discusses reviewing and reporting performance, including types of reports. Coaching and feedback are explained as tools to develop employee potential, with coaching focusing on future development and feedback on past performance.
Directing refers to instructing, guiding, and leading people towards organizational goals. It is a continuous process throughout an organization's life. The principles of directing include maximizing individual contribution, maintaining harmony between organizational and individual objectives, having a single line of authority, using appropriate direction techniques, effective communication, utilizing informal networks, strong leadership, and following through on policies and instructions. Managers should motivate employees, resolve conflicts, issue clear instructions, identify informal groups, influence subordinates, and monitor implementation.
Shared Leadership: A Tool for Innovation, Engagement, and InclusionMax Freund
For years, nonprofit leaders have questioned the utility of traditional models of top-down staff leadership structures. But the growing body of research on alternatives – from co-directorship to distributed leadership to self-organizing teams – has been difficult to sort through. In this highly participatory session, participants will explore emerging models, the research on what works (and what doesn’t), and how capacity builders can help organizations adopt leadership structures that work. As the session exercises build upon the previous ones, participants are asked to attend the full session.
Session offered at the 2015 conference of the Alliance for Nonprofit Management by Mike Allison (Michael Allison Consulting), Sean Thomas-Breitfeld (Building Movement Project), and Max Freund (LF Leadership).
Why and how is leadership evolving to increasingly be more shared, distributed and networked, what might be the advantages for teams and organizations and what are potential approaches to build systems of shared leadership?
8615 Unit #01
Management
All topics of unit one are described in this Presentation. Carefully read and understand the chapter throughout. If you want to improve the topic,use your 8615 aiou text book for prolonged explanation.
It implies the number of people who are directly managed by a single individual. Span of management is also known as span of control, span of responsibility and span of authority.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
This document discusses key concepts in performance management for educational institutions. It defines key performance indicators and monitoring and evaluation. It explains performance appraisal processes, including establishing standards, measuring performance, providing feedback, and decision making. Performance appraisal is used for promotions, training, compensation, and communication. The document also discusses reviewing and reporting performance, including types of reports. Coaching and feedback are explained as tools to develop employee potential, with coaching focusing on future development and feedback on past performance.
Directing refers to instructing, guiding, and leading people towards organizational goals. It is a continuous process throughout an organization's life. The principles of directing include maximizing individual contribution, maintaining harmony between organizational and individual objectives, having a single line of authority, using appropriate direction techniques, effective communication, utilizing informal networks, strong leadership, and following through on policies and instructions. Managers should motivate employees, resolve conflicts, issue clear instructions, identify informal groups, influence subordinates, and monitor implementation.
Shared Leadership: A Tool for Innovation, Engagement, and InclusionMax Freund
For years, nonprofit leaders have questioned the utility of traditional models of top-down staff leadership structures. But the growing body of research on alternatives – from co-directorship to distributed leadership to self-organizing teams – has been difficult to sort through. In this highly participatory session, participants will explore emerging models, the research on what works (and what doesn’t), and how capacity builders can help organizations adopt leadership structures that work. As the session exercises build upon the previous ones, participants are asked to attend the full session.
Session offered at the 2015 conference of the Alliance for Nonprofit Management by Mike Allison (Michael Allison Consulting), Sean Thomas-Breitfeld (Building Movement Project), and Max Freund (LF Leadership).
Why and how is leadership evolving to increasingly be more shared, distributed and networked, what might be the advantages for teams and organizations and what are potential approaches to build systems of shared leadership?
This chapter introduces the concept of leadership and how it differs from management. It defines leadership as an influence relationship among leaders and followers intended to create real change. Leadership involves people, influence, change, shared purpose, and personal responsibility. The biggest challenge for today's leaders is adapting to a changing world that demands a new leadership paradigm focused on empowerment, collaboration, diversity, and higher purpose over control and personal ambition. While management focuses on maintaining stability and efficiency, leadership is about creating vision, inspiring others, and driving change within a culture of integrity. Both management and leadership skills are generally needed for organizations to be effective.
This document discusses the evolution of management thought through five approaches: universal process, operational, behavioral, systems, and contingency. The universal process approach views core management functions as the same across organizations, exemplified by Henry Fayol's 14 principles of management. The operational approach aims to promote efficiency through scientific and systematic methods. The behavioral approach focuses on understanding and addressing human needs. The systems approach views organizations holistically as interdependent systems. The contingency approach contends there is no single best way to manage and the effectiveness of techniques depends on the situation.
This document discusses organizational structure and behavior. It defines organizational structure as the formal divisions, groupings, and coordination of job tasks within an organization. The key elements of organizational structure are identified as work specialization, departmentalization, chain of command, span of control, centralization/decentralization, and formalization. Different organizational designs like the simple structure, bureaucracy, team structure, and virtual organization are also summarized. The document then introduces organizational behavior as the study of how individuals and groups act within organizations. Interpersonal skills that are important for interacting with others are listed as well.
Bureaucracies are characterized by impersonality, where characteristics like race, gender, and ethnicity are irrelevant. Workers are chosen based on their ability to perform job tasks. Bureaucracies also employ specialized jobs and a formal division of labor. Organizational structure involves decisions about work specialization, departmentalization, chains of command, span of control, and the degree of centralization. These elements define how jobs are arranged and how authority flows within an organization.
This document discusses leadership behavior and its study. It outlines that many leadership taxonomies have been proposed due to different levels of abstraction and development methods. Research methods to study leadership behavior include surveys, experiments, and behavior description techniques. Leadership behavior can be described broadly, such as task, relations, and change-oriented behaviors, or specifically, such as planning activities or providing support. Both task and relations behaviors are important for effectiveness, as is understanding, adapting to, and implementing environmental change. Specific effective leadership behaviors include planning, clarifying roles, monitoring, supporting, developing skills, and providing praise.
Tannenbaum and Schmidt proposed the Continuum of Leadership Behaviour model which recognizes that the appropriate leadership style depends on situational and personal factors. The model places leadership styles along a continuum based on the degree of leader control and follower autonomy. There are four main styles: autocratic ("tells"), persuasive ("sells"), consultative ("consults") and democratic ("participates"). The choice of style is influenced by the leader's personality and beliefs, the subordinates' abilities and needs, and organizational pressures and culture.
The behavioral approach to management focuses on employees as individuals and as part of work groups, with an emphasis on meeting their needs. The Hawthorne studies from 1924-1932 examined how social and emotional factors impact worker productivity. The studies found that workers performed better when they felt respected and part of a team. Simply showing concern for employees can motivate better performance due to the "Hawthorne Effect", where people work harder because they feel somebody cares. The behavioral approach led to a greater understanding of human behavior in organizations.
1. The document discusses using action learning to develop shared leadership skills. It describes action learning as working in groups to address real organizational problems while developing leadership competencies through reflective questioning.
2. Key elements of action learning that build shared leadership include focusing on complex problems requiring diverse perspectives, group sizes that allow full participation, and reflective questioning that emphasizes listening to others.
3. Studies found that action learning projects helped organizations generate solutions to complex issues by developing capabilities like engaging across boundaries, understanding interdependencies, and effective teamwork.
This document discusses organizational structure and design. It addresses key considerations for building an organizational structure like job design, departmentation, span of control, and delegation of authority. It also describes Galbraith's star model of organizational design and characteristics of effective design. The document outlines challenges of organizational designs and discusses vertical and horizontal differentiation. It compares centralization versus decentralization and mechanistic versus organic structures. Effective organizational structure is based on interlocking roles and balancing formal and informal authority and control.
Five factor model of personality and transformational leadershipShafiq Khan
This study examined the relationship between personality traits and transformational leadership behavior. It hypothesized that extraversion and agreeableness would positively predict transformational leadership, while neuroticism would negatively predict it. Openness to experience was also expected to positively correlate with transformational leadership. Data from over 200 organizations revealed extraversion and agreeableness did positively predict transformational leadership. Neuroticism and conscientiousness were unrelated. Transformational leadership also positively predicted several outcomes reflecting leader effectiveness when controlling for transactional leadership.
Leadership Strategies And Practices Powerpoint Presentation SlidesSlideTeam
The document discusses various leadership theories and styles. It begins with definitions of leadership and compares the differences between leadership and management. It then covers several leadership theories including:
- Trait theory, which focuses on inherent qualities and characteristics of leaders.
- Behavioral theories like Ohio State and University of Michigan studies, which evaluate leadership behaviors and styles.
- Contingency theories like Fiedler's model and path-goal theory, which emphasize that effective leadership depends on matching a leader's style to specific situational factors.
- Hersey-Blanchard's situational leadership model outlines different leadership styles that may be applied depending on the maturity of followers.
The document provides an overview of different
Difference between management and administration difference between.pdfZiganu Laka
1. Management involves implementing the policies and plans set by administration, while administration determines policies and makes important enterprise-wide decisions.
2. Administration is a higher-level function that sets the framework for management's operational decisions.
3. Administrators are typically found in government, military, education, and religious organizations, while management is used more by businesses.
Job evaluation is the process by which companies determine employee compensation. It involves analyzing each job based on factors like education, responsibility, discretion, and impact levels. Jobs are then evaluated and assigned levels that determine salaries and financial/non-financial rewards. Techniques for job evaluation include non-quantitative methods like simple ranking, paired comparison, and grading. Quantitative methods include point, factor comparison, and Hay methods. Job evaluation aims to establish a fair wage structure by assessing the relative worth of different jobs.
Management involves coordinating resources like money, people, equipment and procedures to achieve organizational goals. It is defined by several experts as the process of planning, organizing, staffing, directing and controlling the efforts of organizational members and using all available resources to achieve defined objectives. The key functions of management include planning, organizing, staffing, directing, coordinating, reporting and budgeting. Management operates at different levels in an organization and involves decision making, communication, motivation and control. It is considered both an art and a science as it involves both theoretical principles and practical skills in getting work done through others.
The skills approach views leadership as a set of skills and abilities that can be learned and developed. Katz identified three core skills: technical skill, human skill, and conceptual skill. The importance of each skill varies depending on a leader's management level. Mumford et al. later proposed a skills-based model linking leader competencies like problem-solving and social judgment to career experiences, individual attributes, environmental influences, and leadership outcomes. The skills approach provides a framework for understanding effective leadership but does not fully explain how skills lead to performance or distinguish leadership from general skills. It remains applicable for assessing leadership competencies across organizational levels.
This document discusses controlling as a management function. It defines controlling as verifying that plans are followed and resources are efficiently used to achieve goals. Controlling measures deviations from standards and helps take corrective actions. The controlling process involves establishing standards, measuring performance, comparing actual and standard performance, and taking remedial actions. Traditional controlling techniques include personal observation, statistical data, break-even analysis, and budgetary control. Modern techniques include management information systems, PERT, CPM, and management audits. For controlling to be effective it must be accurate, timely, flexible, integrated, economically feasible, and enable corrective actions.
organisational change: its forces, factor affecting and its typessangeeta saini
This presentation discusses organizational change, including the forces driving change, factors affecting change, and types of change. The forces for organizational change include external factors like government regulations, technology, customer requirements and competition. Internal forces include deficiencies in management structure, changes in managerial and operative staff, and resource constraints. Factors affecting change include psychological, personal, and social factors of employees. The types of organizational change discussed are reactive, planned/proactive, organizational level, individual level, developmental, transitional, and strategic changes.
Performance appraisal is the process of systematically evaluating an employee's performance and providing feedback. 360-degree appraisal involves gathering feedback about an employee from subordinates, peers, supervisors, and sometimes external stakeholders. It provides a more balanced and objective view of performance from different perspectives. While it can be an effective development tool, 360-degree appraisal also has some disadvantages like being time-consuming, costly, and potentially damaging to employees' self-esteem if the feedback is too critical.
This document discusses services provided by Sparkles Soft for academic writing projects. It states that Sparkles Soft writers provide plagiarism-free work in all subjects at university levels worldwide. They have access to resources to check for plagiarism and properly cite sources. The company aims to help students achieve high grades and support their academic careers through high-quality writing assistance. Contact information is provided.
Dr. Muhammad Jamil gave a presentation on educational leadership. He has a PhD in education from UMT Lahore and has 20 years of experience working in school education. The presentation introduced concepts of leadership, discussed different sources of power for leaders, and examined John C. Maxwell's five levels of leadership. It also explored the relationship between leadership and management, defined educational leadership, and discussed Pakistan's Vision 2025 which aims to develop the country across seven pillars through five key enablers such as shared vision and political stability.
This document provides information on leadership and coaching. It discusses why coaching is beneficial, as coaching can be customized, flexible, and provides accountability and continuity. Research shows coaching offers improved learning outcomes, motivation, and teaching strategies for students, as well as increased self-confidence, knowledge, and leadership for teachers and school leaders. Effective coaching focuses on goals, reality, options, will, tactics and habits. Leaders should develop a culture of coaching by focusing on principles, skills development, and internal coaching relationships to improve teaching and learning.
This chapter introduces the concept of leadership and how it differs from management. It defines leadership as an influence relationship among leaders and followers intended to create real change. Leadership involves people, influence, change, shared purpose, and personal responsibility. The biggest challenge for today's leaders is adapting to a changing world that demands a new leadership paradigm focused on empowerment, collaboration, diversity, and higher purpose over control and personal ambition. While management focuses on maintaining stability and efficiency, leadership is about creating vision, inspiring others, and driving change within a culture of integrity. Both management and leadership skills are generally needed for organizations to be effective.
This document discusses the evolution of management thought through five approaches: universal process, operational, behavioral, systems, and contingency. The universal process approach views core management functions as the same across organizations, exemplified by Henry Fayol's 14 principles of management. The operational approach aims to promote efficiency through scientific and systematic methods. The behavioral approach focuses on understanding and addressing human needs. The systems approach views organizations holistically as interdependent systems. The contingency approach contends there is no single best way to manage and the effectiveness of techniques depends on the situation.
This document discusses organizational structure and behavior. It defines organizational structure as the formal divisions, groupings, and coordination of job tasks within an organization. The key elements of organizational structure are identified as work specialization, departmentalization, chain of command, span of control, centralization/decentralization, and formalization. Different organizational designs like the simple structure, bureaucracy, team structure, and virtual organization are also summarized. The document then introduces organizational behavior as the study of how individuals and groups act within organizations. Interpersonal skills that are important for interacting with others are listed as well.
Bureaucracies are characterized by impersonality, where characteristics like race, gender, and ethnicity are irrelevant. Workers are chosen based on their ability to perform job tasks. Bureaucracies also employ specialized jobs and a formal division of labor. Organizational structure involves decisions about work specialization, departmentalization, chains of command, span of control, and the degree of centralization. These elements define how jobs are arranged and how authority flows within an organization.
This document discusses leadership behavior and its study. It outlines that many leadership taxonomies have been proposed due to different levels of abstraction and development methods. Research methods to study leadership behavior include surveys, experiments, and behavior description techniques. Leadership behavior can be described broadly, such as task, relations, and change-oriented behaviors, or specifically, such as planning activities or providing support. Both task and relations behaviors are important for effectiveness, as is understanding, adapting to, and implementing environmental change. Specific effective leadership behaviors include planning, clarifying roles, monitoring, supporting, developing skills, and providing praise.
Tannenbaum and Schmidt proposed the Continuum of Leadership Behaviour model which recognizes that the appropriate leadership style depends on situational and personal factors. The model places leadership styles along a continuum based on the degree of leader control and follower autonomy. There are four main styles: autocratic ("tells"), persuasive ("sells"), consultative ("consults") and democratic ("participates"). The choice of style is influenced by the leader's personality and beliefs, the subordinates' abilities and needs, and organizational pressures and culture.
The behavioral approach to management focuses on employees as individuals and as part of work groups, with an emphasis on meeting their needs. The Hawthorne studies from 1924-1932 examined how social and emotional factors impact worker productivity. The studies found that workers performed better when they felt respected and part of a team. Simply showing concern for employees can motivate better performance due to the "Hawthorne Effect", where people work harder because they feel somebody cares. The behavioral approach led to a greater understanding of human behavior in organizations.
1. The document discusses using action learning to develop shared leadership skills. It describes action learning as working in groups to address real organizational problems while developing leadership competencies through reflective questioning.
2. Key elements of action learning that build shared leadership include focusing on complex problems requiring diverse perspectives, group sizes that allow full participation, and reflective questioning that emphasizes listening to others.
3. Studies found that action learning projects helped organizations generate solutions to complex issues by developing capabilities like engaging across boundaries, understanding interdependencies, and effective teamwork.
This document discusses organizational structure and design. It addresses key considerations for building an organizational structure like job design, departmentation, span of control, and delegation of authority. It also describes Galbraith's star model of organizational design and characteristics of effective design. The document outlines challenges of organizational designs and discusses vertical and horizontal differentiation. It compares centralization versus decentralization and mechanistic versus organic structures. Effective organizational structure is based on interlocking roles and balancing formal and informal authority and control.
Five factor model of personality and transformational leadershipShafiq Khan
This study examined the relationship between personality traits and transformational leadership behavior. It hypothesized that extraversion and agreeableness would positively predict transformational leadership, while neuroticism would negatively predict it. Openness to experience was also expected to positively correlate with transformational leadership. Data from over 200 organizations revealed extraversion and agreeableness did positively predict transformational leadership. Neuroticism and conscientiousness were unrelated. Transformational leadership also positively predicted several outcomes reflecting leader effectiveness when controlling for transactional leadership.
Leadership Strategies And Practices Powerpoint Presentation SlidesSlideTeam
The document discusses various leadership theories and styles. It begins with definitions of leadership and compares the differences between leadership and management. It then covers several leadership theories including:
- Trait theory, which focuses on inherent qualities and characteristics of leaders.
- Behavioral theories like Ohio State and University of Michigan studies, which evaluate leadership behaviors and styles.
- Contingency theories like Fiedler's model and path-goal theory, which emphasize that effective leadership depends on matching a leader's style to specific situational factors.
- Hersey-Blanchard's situational leadership model outlines different leadership styles that may be applied depending on the maturity of followers.
The document provides an overview of different
Difference between management and administration difference between.pdfZiganu Laka
1. Management involves implementing the policies and plans set by administration, while administration determines policies and makes important enterprise-wide decisions.
2. Administration is a higher-level function that sets the framework for management's operational decisions.
3. Administrators are typically found in government, military, education, and religious organizations, while management is used more by businesses.
Job evaluation is the process by which companies determine employee compensation. It involves analyzing each job based on factors like education, responsibility, discretion, and impact levels. Jobs are then evaluated and assigned levels that determine salaries and financial/non-financial rewards. Techniques for job evaluation include non-quantitative methods like simple ranking, paired comparison, and grading. Quantitative methods include point, factor comparison, and Hay methods. Job evaluation aims to establish a fair wage structure by assessing the relative worth of different jobs.
Management involves coordinating resources like money, people, equipment and procedures to achieve organizational goals. It is defined by several experts as the process of planning, organizing, staffing, directing and controlling the efforts of organizational members and using all available resources to achieve defined objectives. The key functions of management include planning, organizing, staffing, directing, coordinating, reporting and budgeting. Management operates at different levels in an organization and involves decision making, communication, motivation and control. It is considered both an art and a science as it involves both theoretical principles and practical skills in getting work done through others.
The skills approach views leadership as a set of skills and abilities that can be learned and developed. Katz identified three core skills: technical skill, human skill, and conceptual skill. The importance of each skill varies depending on a leader's management level. Mumford et al. later proposed a skills-based model linking leader competencies like problem-solving and social judgment to career experiences, individual attributes, environmental influences, and leadership outcomes. The skills approach provides a framework for understanding effective leadership but does not fully explain how skills lead to performance or distinguish leadership from general skills. It remains applicable for assessing leadership competencies across organizational levels.
This document discusses controlling as a management function. It defines controlling as verifying that plans are followed and resources are efficiently used to achieve goals. Controlling measures deviations from standards and helps take corrective actions. The controlling process involves establishing standards, measuring performance, comparing actual and standard performance, and taking remedial actions. Traditional controlling techniques include personal observation, statistical data, break-even analysis, and budgetary control. Modern techniques include management information systems, PERT, CPM, and management audits. For controlling to be effective it must be accurate, timely, flexible, integrated, economically feasible, and enable corrective actions.
organisational change: its forces, factor affecting and its typessangeeta saini
This presentation discusses organizational change, including the forces driving change, factors affecting change, and types of change. The forces for organizational change include external factors like government regulations, technology, customer requirements and competition. Internal forces include deficiencies in management structure, changes in managerial and operative staff, and resource constraints. Factors affecting change include psychological, personal, and social factors of employees. The types of organizational change discussed are reactive, planned/proactive, organizational level, individual level, developmental, transitional, and strategic changes.
Performance appraisal is the process of systematically evaluating an employee's performance and providing feedback. 360-degree appraisal involves gathering feedback about an employee from subordinates, peers, supervisors, and sometimes external stakeholders. It provides a more balanced and objective view of performance from different perspectives. While it can be an effective development tool, 360-degree appraisal also has some disadvantages like being time-consuming, costly, and potentially damaging to employees' self-esteem if the feedback is too critical.
This document discusses services provided by Sparkles Soft for academic writing projects. It states that Sparkles Soft writers provide plagiarism-free work in all subjects at university levels worldwide. They have access to resources to check for plagiarism and properly cite sources. The company aims to help students achieve high grades and support their academic careers through high-quality writing assistance. Contact information is provided.
Dr. Muhammad Jamil gave a presentation on educational leadership. He has a PhD in education from UMT Lahore and has 20 years of experience working in school education. The presentation introduced concepts of leadership, discussed different sources of power for leaders, and examined John C. Maxwell's five levels of leadership. It also explored the relationship between leadership and management, defined educational leadership, and discussed Pakistan's Vision 2025 which aims to develop the country across seven pillars through five key enablers such as shared vision and political stability.
This document provides information on leadership and coaching. It discusses why coaching is beneficial, as coaching can be customized, flexible, and provides accountability and continuity. Research shows coaching offers improved learning outcomes, motivation, and teaching strategies for students, as well as increased self-confidence, knowledge, and leadership for teachers and school leaders. Effective coaching focuses on goals, reality, options, will, tactics and habits. Leaders should develop a culture of coaching by focusing on principles, skills development, and internal coaching relationships to improve teaching and learning.
Key to School Effectiveness: 21st Century Learning LeadershipSamar Bouzeineddine
This document discusses in-service teacher training programs and 21st century school leadership. It contrasts 20th century and 21st century leadership approaches, focusing on leadership for learning, collaborative cultures, and continuous change. 21st century leadership targets developing a learner-centered culture and vision-driven change. Effective leadership requires assessing school culture, professional collaboration, and staff efficacy. The document also discusses teaching 21st century skills like creativity, collaboration and problem-solving. Leadership approaches covered include traits, skills, styles, situational and transformational leadership. Key leadership pillars and challenges are also addressed.
Module 1 principal leadership for school improvement ppt march 2015pippaprincipal
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
This document explains about how to maximize leadership, the importance of team in a leadership, skills to be developed to be a good leader, and so on....
This is a presentation by Dr. Shamsuddin Bolatito at the 2nd Young Leaders Academy organised by Sheikh Abdallah Makki Centre for Training and Reformation of Thought Centre in Khartoum, Sudan.
LEADERSHIP IN EDUCATIONAL INSTITUTIONS.pptxMonojitGope
This PPT is for those who want to learn about leadership, who is leader, Types of Leader, Qualities of leader, Strategies for effective Leadership and Challenges faced by leader in Educational Institution.
This document provides an overview of a workshop on intentional leadership and interpersonal effectiveness. The workshop contains two parts, with Part One focusing on personal and intentional leadership using the Intentional Leadership Model. This model examines a person's vision, values, self-awareness, and balance. It emphasizes that leadership skills are developed intentionally through self-reflection, feedback, and understanding how leadership demands change over time. Part Two will describe models for effective interpersonal communication and understanding assumptions. The full workshop is designed to help participants reflect on their own leadership abilities and communication styles.
SCHOOL CULTURE, School Culture Influences:zachharveyneil
The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions
Coaching focuses on facilitating effective performance through questioning, feedback, and understanding perspectives. It is an equal relationship where the coach is the expert. Mentoring involves advising, sharing experiences, and guidance within a person's area of development. Coaching and mentoring differ in their goals - coaching aims to improve performance while mentoring provides relevant guidance. Both require clearly defining expectations, goals, challenges, and determining if goals were achieved. Effective coaching uses a framework of focusing conversations on the positive, the person's ownership of outcomes, understanding priorities, and ensuring necessary resources.
This document outlines a presentation on leadership and academic advising. It begins by asking questions about the nature of leadership, including whether leaders are born or made, and whether leadership depends on one's position. It then defines leadership as a social influence process that can be direct or indirect. The presentation discusses academic advising as a form of leadership and proposes servant leadership as an appropriate model. It identifies key skills for advisors, such as self-awareness, communication, and motivating others. Throughout, it emphasizes that leadership requires feeling, thinking and acting differently to achieve outcomes.
Final Exam StudiesNo personal pronouns (I, me, you, yourself.docxssuser454af01
Final Exam: Studies:
No personal pronouns (I, me, you, yourself, us, we, ours) = The Researcher or The Experimenter or The Designer of the Study
Can use “he and she”
1.) Introduction:
a. Grab Attention
b. Thesis: 1-3 questions you want to find the answer to
2.) Methodology (so anyone could follow your directions and duplicate your study and results) – What did you do, why, and how?
a. How did you decide on your topic and why?
b. Who did you talk to and why? (primary sources)
c. How did you create your survey or interview or focus group questions?
d. What questions did you ask?
e. What was involved in testing yourself or someone else? (if you observe or test something)
f. How did you find your scholarly sources and why did you decide to add those sources to your study?
3.) Secondary/Scholarly sources
a. What have experts or scholars said about your topic and why does this matter?
4.) Primary source
a. Class first – your survey results (what did people in the class tell you for each of your questions –Mixed Methods (turn people into numbers – give statistics – but also give quotes).
b. Other primary source – interview, observation, experiment on yourself or others, focus group, another survey
5.) Analysis:
a. Pretend you are a detective/expert and are explaining the results you got. Why did people say or respond the way they did?
6.) Conclusion
a. Remind us of your question(s) (thesis)
b. What answer did you find for your questions…or did you?
c. Ending sentence: Further Research is needed
PAF 410 WEEK 2.pdf
PAF 410
Building Leadership Skills
Session 2
Early leadership theories: Traits, skills and behaviors
Agenda
• Intro + recap
• Trait Perspective
• Skill Perspective
• Behavior Perspective
• Break
• Case
Recap
• Leadership is …
• The role of power – influencing others
• Ethics: Conduct and character
• Today: Closer look at the three main perspectives on leadership
Leadership
Trait Perspective
What is it?
• ”Great Man” theories (early 1900s and onwards)
• Systematic approach to leadership
• Innate qualities or characteristics (traits) that great political,
social or cultural leaders possess
Exercise
• In small groups (the person(s) sitting next to you), make a list of
5 (or 10) major traits that you believe are important for a strong
leader
• Prepare the list based on your experiences and without reference
to the book
Northouse 2016: 9
Appearances
• Different characteristics or traits linked to physical appearances
• Ex. Height
• Other examples … ?
Who seems more competent?
John Antonakis, and Olaf Dalgas Science 2009;323:1183
✔
Important traits
• A number of other important traits are linked to
leadership emergence and effectiveness
• Northouse: 5 major leadership traits (intelligence, self-
confidence, determination, integrity, and sociability)
• Psychology: Big 5 personality factors (neuroticism,
extraversion, openness, conscientiousness, and
agreeableness)
5 major tr ...
This is the inaugural webcast in the Commission for Student Involvement E-Series. This webcast is about the key conversations from the 2012 National Leadership Symposium.
This past year, the focus of the Symposium was on the rigorous design, engaging experiences, and demonstrated results necessary for quality leadership education in our contemporary society. Participants and presenters engaged in a shared reading which served as a collective thread across each session: A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Thomas & Brown, 2011). Focused on creating frameworks for quality education of students in today’s digital age, the book provided a springboard from which ideas were shared in translating the material to college leadership education.
Webinar participants will hear from the coordinators of this year’s Symposium: David Rosch, an Assistant Professor of Leadership Education at the University of Illinois at Urbana Champaign, and Marilyn Bugenhagen, an Associate Professor of Leadership at Marian University, as they review some of the highlights and key concepts discussed this past summer.
1) The purpose of education is to build productive community members with critical thinking skills to succeed in life. Struggles in school often lead to poverty, incarceration or dependence on welfare.
2) Effective leadership comes from influence, not position. It involves sharing expertise laterally across schools and districts.
3) Collective moral purpose, the right leaders focused on learning, building capacity through collaboration and reflection, and ongoing learning are keys to educational leadership according to Fullan's research.
The document discusses theories of leadership that have evolved over time from focusing on individual traits to focusing on processes and teams. It outlines trait theory, behavioral theory, and contingency theory. It then discusses power and influence theories as well as transformational leadership. The document notes that leadership involves managing change and innovation. It contrasts management with leadership and discusses different leadership styles like autocratic, democratic, and laissez-faire. It advocates for collaborative leadership and outlines challenges and advantages. Finally, it provides tips for becoming a more effective leader through dialogue, understanding others' perspectives, and bringing new ideas.
This PPT explains the different aspects of School Leadership with respect to their types, qualities, skills, expectations, challenges & possible solutions with self assessment of the Leadership style.
This document discusses the importance of promoting life skills and effective teamwork in modern society. It defines life skills as ways for people to manage their lives and relationships. Promoting skills like leadership, teamwork, self-worth and confidence helps individuals survive in a competitive and changing world. Effective teamwork is important because it increases motivation, outputs greater than any individual, and develops positive relationships. The roles of leaders are to make decisions, unify followers, solve problems, and mobilize communities for development.
This document introduces the Michigan Mathematics and Science Teacher Leadership Collaborative, which aims to develop teacher leaders. It discusses how teachers can gain leadership skills through professional learning communities and contributing to school improvement. The document also explores whether leaders are born or developed, and presents the premise that leadership involves both innate abilities and learned skills and knowledge. It outlines the collaborative's goals of developing teacher, school, higher education, and science center leadership.
This document discusses McClelland's theory of motivation, which identifies three key motivational needs: need for achievement, affiliation, and power. It explains that each need represents a different type of motivation - achievement is a need to accomplish tasks, affiliation is a need for social connections, and power is a need to influence others. The document then provides examples of typical motivational profiles for different jobs and discusses how managers can tailor their leadership styles to best support employees with different dominant motivational needs. Specifically, it recommends giving achievement-oriented employees challenging goals and feedback, affiliation-oriented employees opportunities for teamwork and social support, and power-oriented employees responsibilities, visibility and influence over decisions.
1. OVERVIEW
The Leadership and Organization Development Research and Training Centre (LODRTC) are, dedicated to achieving leadership excellence. Leadership Excellence is an important element of the LODRTC People Management Strategy and therefore, all leaders have a responsibility to help align the Organization culture to the vision. We believe that people are central to value creation (what is important to us, which reflects our needs) and leaders create the culture (and are the principal drivers of performance in Local Leadership). The LODRTC is therefore committed to empowering our leaders and building internal leadership capability. This is achieved by creating an awareness of the important role leadership plays in the success of the organisation and by igniting a desire among leaders to lead. To ignite this desire and support from leaders on their leadership journey, the LODRTC ensures that they have the knowledge, skills and ability necessary to perform their role well. Furthermore, exemplary leadership does not go unnoticed but is rather reinforced by means of sufficient recognition.
Developing a Leadership Philosophy for the LODRTC is an exciting and innovative way to empower our leaders and connect with our core values as an organization. The culture of an organization or any group of individuals is a reflection of the values, beliefs and behaviours of leaders present and leaders past. Therefore, in the provision of the Leadership Philosophy, the core values are considered:
• Caring
• Competence
• Accountability
• Integrity
• Innovation
• Responsiveness
The document discusses theories of motivation, including Maslow's hierarchy of needs, Murray's theory, and Freud's theory. It also discusses how to enhance achievement motivation through goals, reducing helplessness, attribution training, and creating challenges. Additionally, it covers individual differences among students in areas like age, abilities, readiness, and social factors. It proposes measuring these differences through intelligence, aptitude, interest, and personality tests using methods like multiple choice, computerized adaptive testing, and portfolios. The document concludes with questions about motivating students and addressing individual differences.
This document discusses mental health, guidance in schools, and causes of maladjustment. It defines mental health as a state of well-being where one can cope with stress and work productively. Criteria for mental health include adaptability, social skills, emotional satisfaction, and having goals aligned with social norms. Maladjustment can stem from physical, behavioral, or emotional symptoms and is caused by factors like inadequate training, curriculum, facilities, and relationships in schools. The document also outlines how to promote mental health in schools through democratic environments, activities, guidance, and more. It concludes with questions about how teachers can support student mental health and provide counseling.
This document discusses child and adolescent growth and development. It defines growth as measurable physical changes that occur over time, such as changes in height, weight, and teeth. Development refers to qualitative changes in intellectual, mental, and emotional skills over time, which can be observed. The types of growth include physical and physiological, while the types of development are motor, cognitive, emotional, and social. Principles of growth and development include that it is a continuous, predictable sequence that varies between individuals and stages influence each other. Theories discussed include Piaget's cognitive development theory and Erikson's psychosocial development stages.
This document summarizes key points from a lecture on educational assessment and evaluation. It discusses types of test items, including selection items (objective) like multiple choice, true/false, matching, and completion questions, as well as supply items (subjective) like short answers and essays. Guidelines are provided for writing different item types. The document also covers reliability of assessment tools, defining reliability as consistency of test results. It discusses inter-rater, test-retest, and internal consistency reliability.
This document provides an overview of topics to be covered in a unit on educational assessment and evaluation, including taxonomy of educational objectives, writing cognitive domain objectives, Solo taxonomy, table of specification, types of tests and techniques for assessment, and the purposes and characteristics of tests. Key points covered include Bloom's revised taxonomy, the structure of Solo taxonomy, how to prepare a table of specification to ensure a test measures intended content and skills, different types of tests like achievement, aptitude, attitude, intelligence and personality tests, and examples of norm-referenced and criterion-referenced tests. Techniques for assessment like questionnaires, observation, interviews and rating scales are also outlined.
This document provides an overview of measurement, assessment and evaluation in education. It discusses:
1. The key differences between measurement, assessment and evaluation - assessment is a measure of performance, assessment documents knowledge, skills and attitudes, and evaluation makes judgements about performance.
2. The types of formative and summative assessment - formative assessment provides feedback during instruction, summative assessment occurs after learning is completed like exams and projects.
3. The principles of effective assessment including being formative, curriculum-driven, student-centered, and involving reflective teaching.
The document discusses problems in higher education in Pakistan and potential solutions through innovation. It identifies key issues as academic problems, lack of professional growth, management issues, and financial constraints. It suggests improving access to quality education, infrastructure development, adequate faculty, better funding, and making curricula more industry-oriented. The document also explores innovations like distance education, learning styles, educational technology, and continuous education to enhance the teaching and learning process in higher education.
This document discusses assessment in higher education, including reasons for assessment, different types of assessment (diagnostic, formative, summative), and roles of teachers and learners in assessment. It provides guidelines for assessment approved by HEC in Pakistan, including recommendations to minimize malpractices and introduce more frequent evaluation. The document also discusses types of entry tests in Pakistan and guidelines for preparing for tests, such as learning the basics, practicing weak areas, and avoiding gaps in attempting all questions.
This document discusses higher education systems in India, Egypt, Thailand, and Malaysia. It covers higher education institutions, the focus of higher education, how higher education contributes to development, and challenges facing higher education in each country. It also discusses economics of higher education, including the importance of investing in universities, wastage in higher education, cost-effective analysis and its implications, and financing models for higher education.
This document discusses higher education systems in developed countries like the USA, UK, Australia, and Germany. It covers institutions of higher education, academic years, admission criteria, administrative structures, financial aid, the role of federal governments, accreditation systems, and the role of higher education in economic development. The key differences and similarities between the higher education systems in these countries are outlined.
This document discusses the role and importance of universities. It covers the following key points in 3 sentences:
Universities are necessary for societies as they provide higher education, drive innovation through research, and support economic and cultural development. The document outlines the philosophy, needs, modes of delivery, and functions of universities. It also examines the role of educational policies, plans and organizations like HEC in supporting the growth and development of higher education in Pakistan and addressing challenges in the sector.
This document provides an introduction to higher education in Pakistan. It discusses the nature, need, and scope of higher education and outlines some of the key challenges facing higher education in Pakistan. Some of the major challenges discussed include issues of quantity and quality, equity, student unrest, administrative reforms, faculty issues, educational policies, budgeting and financing. The document also discusses recommendations for improving higher education, including improving governance and management structures, increasing funding, strengthening faculty, focusing on research, revising curricula, and ensuring implementation of reforms.
The document discusses secondary education systems in various countries like the UK, USA, Japan, Germany, Indonesia, Malaysia, China, and Sri Lanka and compares their education systems, curriculum, and policies to secondary education in Pakistan. It then outlines Pakistan's national education policies from 1979 to 2010, which aimed to shift to more scientific, technical, and vocational education while promoting universal access, improving quality, and reducing gender imbalances in secondary education.
This document provides guidance for students on developing a topic for their research project. It discusses that a topic should contain three components: what the student will do, how they will do it, and who the participants will be. It gives an example topic as "Developing Creativity through Questioning Technique among Grade 7 Students." The document also notes that topics should be based on the assigned theme and sub-themes to avoid duplication. Students are instructed to get their topic approved by February 10th and to write their project report in English only. Finally, it outlines the marking distribution and questions that will be included in the research manual.
This document summarizes key points from a lecture on educational assessment and evaluation. It discusses types of test items, including selection items (objective) like multiple choice, true/false, matching, and completion questions, as well as supply items (subjective) like short answers and essays. Guidelines are provided for writing different item types. The document also covers reliability of assessment tools, defining reliability as consistency of test results. It discusses inter-rater, test-retest, and internal consistency reliability. The importance of reliability for assessment is questioned.
The document summarizes four major Muslim educational movements in British India: Deoband, Aligarh, Nadva, and Jamia Millia Islamia. It discusses the background, objectives, features, and impact of each movement. The Deoband movement aimed to preserve Islamic education and resist British influence. The Aligarh movement sought to reconcile Muslims with the British and introduce Western education. Nadva focused on reforming curricula and connecting with the Islamic world. Jamia Millia aimed to combine religious and modern/technical education to promote Muslim independence.
This document provides an introduction and overview of secondary education. It discusses:
- The nature and significance of secondary education, including that it provides middle-level workers, acts as a feeder for higher education, and allows for development during adolescence.
- The objectives of secondary education in Pakistan, which include developing skills for learning and living, promoting values like self-reliance, and providing knowledge as a foundation for further education.
- Details on secondary education in Pakistan, including that it begins in grade 9 and lasts 4 years, involves national examinations, and can include technical education pathways.
The document provides an overview of curriculum concepts including:
1. Definitions of curriculum from various scholars emphasizing the sum total of learning experiences.
2. Key components of curriculum including objectives, content, teaching methods, and evaluation. Objectives should be specific, measurable, achievable and time-bound. Content includes the body of knowledge and desired attitudes. Effective teaching methods are student-centered. Evaluation assesses attainment of objectives and provides feedback.
3. Principles of curriculum development emphasize being child-centered, comprehensive, and flexible to meet individual learner needs and allow for creativity while preparing students for life.
The document outlines foundational concepts for understanding curriculum design and implementation.
The document provides an overview of curriculum concepts including:
1. Definitions of curriculum from various scholars emphasizing the sum total of learning experiences.
2. Key components of curriculum - objectives, content, methods, and evaluation. Objectives should be SMART, content includes the body of knowledge, and methods can be teacher-centered or student-centered.
3. Principles of curriculum development including being child-centered, comprehensive, and forward-looking to prepare students for life. The planning process involves determining needs, objectives, content, learning experiences, and evaluation.
The document discusses the philosophy and need for higher education. It outlines the role of universities in providing competent workforce, socio-economic development, and cultural development through education, research, and innovation. It also discusses the growth of higher education in Pakistan through various national education policies since independence. Key organizations that support higher education development in Pakistan include the Higher Education Commission, which plays an important role in quality assurance, funding universities, and various capacity building programs. Challenges to higher education in Pakistan include low enrollment rates, lack of qualified faculty, and insufficient funding.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. About Resource
Person
• PhD Education_UMT, Lahore
• M.Phil Education_UE (Okara Campus)
• B.Ed & M.Ed (AIOU, Islamabad
3
Dr. Muhammad
Jamil
Educati
on
Experie
nce
• Working at GCWU Sialkot (Higher
Education)
• Worked in School Education (20
years)
0300-4255912
jameelphd@gmail.com
4. Introduce
Yourself
(in Single Text message)
• Your City?
• Qualification?
• Any Teaching Experience?
(Public or Private)
• No need to write your name because name is appearing in the chat box
Please Text in the Chat box
5 Minutes
5. Licensing in Teaching
• Subject Command
• Communication Skills
• Social Genius
• Motivation
• A True Learner
• Progressive
11. 11
Leadership
(Introduction)
Leading is influencing, guiding in direction, course, action, opinion.
Leaders are people who do the right thing.
• "Leadership is the art of accomplishing more than the science of management says is
possible.”— Colin Powell, Ex. U.S. Secretary of State
• Leadership is the behavior of individuals directing their followers towards shared goal
(Yukl,2009)
• The process by which an agent induces subordinate to behave in a desired manner.
• Directing and coordinating the work of group members.
• Leadership represents a complex form of social problem solving. (Hughes, Ginnett, and
Curphy, 2009)
12. What is Leadership
• Leadership is “Influence”.
• The ability to influence others to achieve a goal.
• Vision + Followership + Influence
• Leader--------influence-----+ Follower------attain=Goal
• The process of influencing people and providing an environment for them
to achieve team or organizational objectives.
• An influence relationship among leaders and followers for real changes
that reflect their shared purposes.
• An interpersonal influence directed toward the achievement of goals.
13. Your Perspective about Leadership?
Write your understanding about
Leadership in the Chat box please.
13
3 Minutes
14. Leadership Quotes
• “Leadership is a process whereby an individual influences a group of individuals
to achieve a common goal” (Northouse ,2007, p3)
• Leadership is "the process of influencing the activities of an organized group
toward goal achievement" (Rauch & Behling. 1984. p. 46).
• "Leadership is a process of giving purpose (meaningful direction) to collective
effort and causing willing effort to be expended to achieve purpose" (Jacobs &
Jacques, 1990, p. 281).
• Leadership "is the ability to step outside the culture ... to start evolutionary
change processes that are more adaptive" (E. H. Schein, 1992, p. 2).
• "Leadership is the process of making sense of what people are doing together so
that people will understand and be committed" (Drath & Palus, 1994, p. 4).
• Leadership and Learning are indispensable to each other (John F. Kennedy).
17. Sources of Power in Leadership
17
Leadership power is the ability and influence that a leader possesses to guide,
motivate, and direct others toward a common goal.
Following are the sources of Power.
Legitimate Power: This is the power that comes from a leader's formal
position or title within an organization. It is the authority that a leader has
to make decisions, allocate resources, and direct the work of others
Reward Power: This is the power that comes from a leader's ability to
provide rewards or incentives to their followers. It can be in the form of
bonuses, promotions, or other benefits that motivate people to perform
better
Coercive Power: This is the power that comes from a leader's ability to
punish or impose negative consequences on their followers. It can be in
the form of reprimands, demotions, or other disciplinary actions that
discourage people from underperforming.
19. Sources of Power in Leadership
19
Expert Power: This is the power that comes from a leader's knowledge,
skills, and expertise in a particular area. It is the ability to influence others
based on one's competence and credibility
Referent Power: This is the power that comes from a leader's personal
qualities, such as charisma, trustworthiness, and likability. It is the ability to
influence others based on one's personality and the respect and admiration
they have earned from their followers
Informational Power: This is the power that comes from a leader's access
to information that others do not have. It is the ability to influence others
based on one's knowledge and the insights they can provide
21. Sources of Power in Leadership
21
• Effective leaders use a combination of these power sources to influence
and motivate their followers.
• However, it is important to note that some sources of power, such as
coercive power, should be used sparingly and only as a last resort, as they
can create distrust and conflict in the long term
22. Reflection
Which Source is the most important and Why?
Write your answers in chat box please
22
3 Minutes
23. Need and Scope of Leadership
• Motivation
• Providing guidance
• Co-ordination
• Increased productivity
• Improved decision-making
• Better problem-solving
• Increased employee engagement
23
25. Five Levels of Leadership
25
(John C. Maxwell's 5 Levels of
Leadership)
• Position - People follow because they have
to. This is the entry-level of leadership, where
people follow you because of your title or
position of authority
• Permission - People follow because they
want to. At this level, leaders build
relationships with their followers, creating a
positive work environment where people feel
valued and respected
26. Five Levels of Leadership
26
(John C. Maxwell's 5 Levels of Leadership)
• Production - People follow because of what you
have done for the organization. Leaders at this level
focus on achieving results and driving productivity
• People Development - People follow because
of what you have done for them. Leaders at this
level prioritize the development of their team
members, helping them grow and reach their full
potential
• Pinnacle - People follow because of who you are
and what you represent. This is the highest level of
leadership, where leaders have a lasting impact on
their followers and the organization. They are
respected and admired for their values, character,
and achievements
27. Reflection
Which level is the most important and How?
Write your answers in chat box please
27
3 Minutes
31. Your Perspective about Educational Leadership?
Write your understanding
about Educational Leadership
in the Chat box please.
31
3 Minutes
32. Educational Leadership?
32
• Educational leadership is the process of enlisting and guiding the
talents and energies of teachers, students, and parents toward
achieving common educational aims.
• It is a complex and multifaceted process that requires a variety of
skills and abilities.
Effective Educational Leaders are able to:
• Set a clear vision for the school or district
• Create a positive and supportive learning environment
• Build strong relationships with staff, students, and parents
• Facilitate collaboration and teamwork
• Communicate effectively
• Solve problems and make decisions
• Manage resources effectively
• Advocate for the needs of students and the school community
33. Educational Leadership?
33
• Educational leadership is essential for ensuring that all students
have the opportunity to succeed.
• Effective leaders can create schools that are safe, supportive, and
challenging, where all students can reach their full potential.
Qualities of an Effective Educational
Leader
• Visionary
• Collaborative
• Communicative
• Decision-maker
• Problem solver
• Motivator
34. Your Perspective about Educational Leadership?
Write your understanding
about Educational Leadership
in the Chat box please.
34
3 Minutes
36. 36
Need and Scope of Educational Leadership
• Influence of Educational Leadership in National Perspective
• most powerful instrument to open the door of awareness and wisdom
• to express the identity
• Learning strategies in of knowledge, skills and disposition
• Influence of Educational Leadership in Economic Perspective
• to enhance the personal, social, cultural, ethical and spiritual development
• to prepare people to play an active part in their communities as citizens
• to develop the potential to be employable and to play a full economic role
• to maximize life chances through academic success
• to create a society founded in acceptance and tolerance
59. Future of Educational Leadership- Global Perspective
59
1. More focus on vertical development
2. Transfer of greater developmental ownership to the individual
3. Greater focus on collective rather than individual leadership
4. Much greater focus on innovation in leadership development methods
5. Educational Leadership for Community Development
6. Educational Leadership for Lifelong Learning
60. Reflection
How Leadership can be make effective in the light
of Future of Leadership?
Write your answers in chat box please
60
3 Minutes
61. • Quid-e- Azam Mohammad Ali Jinnah
• Sir Syed Ahmed Khan
• Allama Iqbal
Muslim Educational Leaders
61
62. 62
• Quaid-e-Azam Muhammad Ali Jinnah, the founding father of Pakistan, was indeed a
prominent figure in the field of education, particularly as a Muslim educational leader.
• While Jinnah is primarily known for his political leadership and his role in the creation of
Pakistan, he also emphasized the importance of education and worked towards promoting
educational opportunities for Muslims in British India.
Characteristics
1.Advocacy for Education:
2.Support for Aligarh Muslim University
3.Emphasis on Female Education
4.Formation of Educational Institutions
• Jinnah's vision for education went beyond religious lines.
• He believed in providing equal educational opportunities to all, irrespective of their
religious or social background.
• His efforts as a Muslim educational leader laid the foundation for the development of
education in Pakistan and left a lasting impact on the country's educational policies.
63. 63
• Sir Syed Ahmad Khan, a prominent figure in the 19th century, was indeed an
influential educational leader in India.
• He dedicated his life to promoting education, particularly among Muslims, and
played a pivotal role in modernizing Muslim education in British India.
Sir Syed Ahmad Khan's contributions as an educational leader
1.Aligarh Movement
2.Emphasis on Science and English Education
3.Promoting Rationalism and Modernity
4.Educational Publications
5.Educational Institutions and Scholarships
• Sir Syed Ahmad Khan's contributions as an educational leader were instrumental in
promoting modern education among Muslims in India.
• His efforts paved the way for the intellectual and social progress of the community
and laid the foundation for institutions like Aligarh Muslim University, which
continues to be a renowned educational institution in India.
• His vision and dedication to education have left a lasting impact on generations of
Muslims and the educational landscape of the subcontinent.
64. 64
• Allama Iqbal, also known as Sir Muhammad Iqbal, was a renowned
philosopher, poet, and visionary who made significant contributions as an
Islamic educational leader.
• He played a crucial role in revitalizing Muslim thought and promoting Islamic
education in the early 20th century.
Allama Iqbal's contributions as an Islamic educational leader
1.Emphasis on Islamic Revival
2.Concept of Khudi (Selfhood)
3.Promotion of Iqbal's Educational Philosophy
4.Role in Aligarh Muslim University
5.Promotion of Persian and Urdu Language
6.Poetic Works
• Allama Iqbal's contributions as an Islamic educational leader were
multifaceted.
• He inspired Muslims to embrace education, reconcile Islamic principles with
modern knowledge, and develop a holistic understanding of their faith.
• Iqbal's vision continues to inspire individuals and institutions today, shaping
the discourse on Islamic education and promoting the integration of Islamic
values with contemporary learning.