Educational leadership aims to create positive change through education. Leaders are trained to advance systems and institutions, often as principals or administrators. They work to improve programming, hire staff, set curriculum and policy. The document discusses philosophy of leadership, including the importance of vision, values, development, managing change and diversity. It outlines principles like self-improvement and accountability. Leaders function as executives, planners, policymakers, experts, representatives and more to coordinate activities, plan, set goals/policies and control relations.

1. A. Definition of Educational
Leadership
B. Philosophy of Leadership
in Education
C. Principles of Leadership
D. Functions of Leadership

2. What Is
Educational
Leadership?

3. Educational Leadership
is a term applied to school
administrations that strive
to create positive change
in educational policy and
processes.

4. Educational leaders are trained
to advance and improve
educational systems or
institutions. Educational leaders
usually are employed as school
principals or administrators but
take on additional roles, such as
department chair or academic
dean.

5. Philosophy of Leadership in
Education
Why is a Philosophy of Leadership Important?
Philosophy is "the rational investigation
of the truths and principles of being,
knowledge or conduct." Philosophy is the
attainment of an integrated,
comprehensive view of life, of vital
importance. Furthermore, "values, ethics
and virtues are actually secondary. . ." to
the absolute necessity to couch these
attributes within a personal philosophy.

6. Vision
The first element to consider
in developing a philosophy of
leadership. One of the best
general descriptions of vision is
that vision must be idealistic
and a "mental model of a future
state of the organization."

7. Values
Values serve as our moral
compass to guide every soldier,
from private to general,
through the maze of
intellectual, philosophical and
emotional issues that
encompass our life.

8. Leader Development
You should include three
essential leader-development
components in your leadership
philosophy: formal schooling,
leader training within your
organization and empowerment.

9. Managing Change
Anyone who has ever tried to
initiate organizational change has
probably heard, "We tried that and
it didn’t work" or "We have always
done it this way." Change is not
always easy for an organization’s
members. However, change is
inevitable.

10. Diversity
One area of leadership philosophy
often overlooked is the strength of
leveraging diversity in our
organizations. Men and women, of
various ethnic, racial, religious
backgrounds and experiences, reflect
the treasured differences that make us
a unique and powerful organization.

11. Maintain a Sense of Humor
Although having a sense of humor
is not a theme in everyone’s
philosophy of leadership, I believe it is
important and extremely healthy for a
positive command climate. You have
to know how to laugh, especially at
yourself. Humor can very often diffuse
a potentially tense situation.

12. Principles of Leadership
1. Know yourself and seek
self-improvement.
2. Be technically proficient.
3. Seek responsibility and take
responsibility for your
actions.

13. 4. Make sound and timely
decisions.
5. Set the example.
6. Know your people and
look out for their well-
being.

14. 7. Keep your people
informed.
8. Develop a sense of
accountability,
ownership and
responsibility in your
people.

15. 9. Ensure that tasks are
understood,
supervised, and
accomplished.
10. Train your people as
a team.

16. Functions of Leadership
Educational leaders work to
improve educational programming.
They hire and manage teachers and
staff, prepare budgets, set curriculum
standards and set school-wide policy.
They might work on team building
efforts or restructure the organization
to affect necessary change.

17. The leader as executive
→ top co-ordinator of
the group activities
and overseer of the
execution of policies.

18. The leader as planner
→ deciding the ways and
menas by which the group
achieves its ends. This
may involve both short-
term and long-term
planning.

19. The leader as policy maker
→ the establishment
of group goals and
policies.

20. The leader as expert
→ a source of readily
available information and
skills, although there will be
some reliance on technical
expertise and advice from
other members of the group.

21. The leader as external
group representitive
→ the official spokesperson for
the group, the representative
of the group and the channel
for both outgoing and
incoming communication.

22. The leader as controller
of internal relations
→ determines specific
aspects of the group
structure.

23. The leader as perveyor of
rewards and punsihment
→ control over group
members by the power
to provide rewards and
apply punishments.

24. The leader as arbitrator
and meditator
→ controls
interpersonal conflict
within the group.

25. The leader as exemplar
→ a model of behaviour
for members of the
group, setting an
example of what is
expected.

26. The leader as symbol of
the group
→ enhancing group unity
by providing some kind of
cognitive focus and
establishing the group as a
distinct entity.

27. The leader as substitute for
individualresponsibility
→ relieves the inividual
member of the group
from the necessity of, and
responsibility for,
personal decision.

28. The leader as ideologist
→ serving as the source
of beliefs, values and
standards of behaviour
for individual members
of the group.

29. The leader as father figure
→ serving as the focus for
the positive emotional
feelings of individual
members and the object
for identification and
transference.

30. The leader as scapegoat
→ serving as a target for
agression and hostility
of the group, accepting
blame in the case of
failure.