Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and m idle managers. While the need for effective leaders is widely acknowledged, there is much less certainty about which leadership behaviours are most likely to produce favorable outcomes. I examine the theoretical underpinning s for the field of educational leadership and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.
Principals Leadership Styles and Its Effects on Students’ Academic Achievemen...ijtsrd
Leadership is widely regarded as a key factor in accounting for differences in the success with which schools foster the learning of their students. Indeed, the contribution of effective leadership is largest when it is needed most there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors within the school also contribute to such turnarounds, leadership is the catalyst. But there is much yet to be learned about who provides such leadership, how it is productively distributed across the school system e.g., state, district, school and classroom and what stimulates its development. Dr. Mbonteh Vivian Mbole Nkong "Principals Leadership Styles and Its Effects on Students’ Academic Achievement in South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49710.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49710/principals-leadership-styles-and-its-effects-on-students’-academic-achievement-in-south-west-region-of-cameroon/dr-mbonteh-vivian-mbole-nkong
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Management Role Performance Appraisal of State Elementary School Heads in Nor...ijtsrd
Management role performance appraisal is very essential to gauge the success and whereabouts of any organization. Using descriptive evaluative correlational method this study sought to determine the management role performance of state elementary school heads in the province of Northern Samar, Philippines. A total of 100 school heads and 300 teachers were selected as participants for this study. This study bank on Minstzberg’s management role conceptual categories, to wit interpersonal managing through people informational managing be information and decisional managing through action . Data revealed that the appraisals made by the school heads themselves and their teacher constituents are both outstanding. It can be noted however, that the appraisal rating performed by the teacher constituents is way higher than the self administered appraisals of the school heads. Leah A. De Asis | Brenfred N. Romero "Management Role Performance Appraisal of State Elementary School Heads in Northern Samar, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38468.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/38468/management-role-performance-appraisal-of-state-elementary-school-heads-in-northern-samar-philippines/leah-a-de-asis
Informational Communication and Leadership Aspect Influence of College Deans ...ijtsrd
This paper examined the informational communication and leadership aspect influence of college deans in a rural state university in Catarman, Northern Samar, Philippines. It made use of 83 sample research participants, all are faculty members in the eight 8 academic units of the University of Eastern Philippines Main Campus, who answered the instruments lifted from the study of Jennifer de Guia. The results indicate that the informational communication and leadership aspect of the academic heads are influential. Leah A. de Asis | Brenfred N. Romero | Karene Maneka A. de Asis-Estigoy | Amador A. Estigoy "Informational Communication and Leadership Aspect Influence of College Deans in a Rural State University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47997.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/47997/informational-communication-and-leadership-aspect-influence-of-college-deans-in-a-rural-state-university/leah-a-de-asis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
It is crucial for the taxpayers to understand about the TDS Return Filing Due Date, so that they can fulfill your TDS obligations efficiently. Taxpayers can avoid penalties by sticking to the deadlines and by accurate filing of TDS. Timely filing of TDS will make sure about the availability of tax credits. You can also seek the professional guidance of experts like Legal Pillers for timely filing of the TDS Return.
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
𝐓𝐉 𝐂𝐨𝐦𝐬 provides unlimited package services including such as Event organizing, Event planning, Event production, Manpower, PR marketing, Design 2D/3D, VIP protocols, Interpreter agency, etc.
Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
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➢ 2024 BAEKHYUN [Lonsdaleite] IN HO CHI MINH
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➢ WOW K-Music Festival 2023
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➢ Vietnam Food Expo with Lotte Wellfood
"𝐄𝐯𝐞𝐫𝐲 𝐞𝐯𝐞𝐧𝐭 𝐢𝐬 𝐚 𝐬𝐭𝐨𝐫𝐲, 𝐚 𝐬𝐩𝐞𝐜𝐢𝐚𝐥 𝐣𝐨𝐮𝐫𝐧𝐞𝐲. 𝐖𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞𝐥𝐢𝐞𝐯𝐞 𝐭𝐡𝐚𝐭 𝐬𝐡𝐨𝐫𝐭𝐥𝐲 𝐲𝐨𝐮 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐚 𝐩𝐚𝐫𝐭 𝐨𝐟 𝐨𝐮𝐫 𝐬𝐭𝐨𝐫𝐢𝐞𝐬."
India Orthopedic Devices Market: Unlocking Growth Secrets, Trends and Develop...Kumar Satyam
According to TechSci Research report, “India Orthopedic Devices Market -Industry Size, Share, Trends, Competition Forecast & Opportunities, 2030”, the India Orthopedic Devices Market stood at USD 1,280.54 Million in 2024 and is anticipated to grow with a CAGR of 7.84% in the forecast period, 2026-2030F. The India Orthopedic Devices Market is being driven by several factors. The most prominent ones include an increase in the elderly population, who are more prone to orthopedic conditions such as osteoporosis and arthritis. Moreover, the rise in sports injuries and road accidents are also contributing to the demand for orthopedic devices. Advances in technology and the introduction of innovative implants and prosthetics have further propelled the market growth. Additionally, government initiatives aimed at improving healthcare infrastructure and the increasing prevalence of lifestyle diseases have led to an upward trend in orthopedic surgeries, thereby fueling the market demand for these devices.
RMD24 | Debunking the non-endemic revenue myth Marvin Vacquier Droop | First ...BBPMedia1
Marvin neemt je in deze presentatie mee in de voordelen van non-endemic advertising op retail media netwerken. Hij brengt ook de uitdagingen in beeld die de markt op dit moment heeft op het gebied van retail media voor niet-leveranciers.
Retail media wordt gezien als het nieuwe advertising-medium en ook mediabureaus richten massaal retail media-afdelingen op. Merken die niet in de betreffende winkel liggen staan ook nog niet in de rij om op de retail media netwerken te adverteren. Marvin belicht de uitdagingen die er zijn om echt aansluiting te vinden op die markt van non-endemic advertising.
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.
Unveiling the Secrets How Does Generative AI Work.pdfSam H
At its core, generative artificial intelligence relies on the concept of generative models, which serve as engines that churn out entirely new data resembling their training data. It is like a sculptor who has studied so many forms found in nature and then uses this knowledge to create sculptures from his imagination that have never been seen before anywhere else. If taken to cyberspace, gans work almost the same way.
The world of search engine optimization (SEO) is buzzing with discussions after Google confirmed that around 2,500 leaked internal documents related to its Search feature are indeed authentic. The revelation has sparked significant concerns within the SEO community. The leaked documents were initially reported by SEO experts Rand Fishkin and Mike King, igniting widespread analysis and discourse. For More Info:- https://news.arihantwebtech.com/search-disrupted-googles-leaked-documents-rock-the-seo-world/
RMD24 | Retail media: hoe zet je dit in als je geen AH of Unilever bent? Heid...BBPMedia1
Grote partijen zijn al een tijdje onderweg met retail media. Ondertussen worden in dit domein ook de kansen zichtbaar voor andere spelers in de markt. Maar met die kansen ontstaan ook vragen: Zelf retail media worden of erop adverteren? In welke fase van de funnel past het en hoe integreer je het in een mediaplan? Wat is nu precies het verschil met marketplaces en Programmatic ads? In dit half uur beslechten we de dilemma's en krijg je antwoorden op wanneer het voor jou tijd is om de volgende stap te zetten.
Putting the SPARK into Virtual Training.pptxCynthia Clay
This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
Memorandum Of Association Constitution of Company.pptseri bangash
www.seribangash.com
A Memorandum of Association (MOA) is a legal document that outlines the fundamental principles and objectives upon which a company operates. It serves as the company's charter or constitution and defines the scope of its activities. Here's a detailed note on the MOA:
Contents of Memorandum of Association:
Name Clause: This clause states the name of the company, which should end with words like "Limited" or "Ltd." for a public limited company and "Private Limited" or "Pvt. Ltd." for a private limited company.
https://seribangash.com/article-of-association-is-legal-doc-of-company/
Registered Office Clause: It specifies the location where the company's registered office is situated. This office is where all official communications and notices are sent.
Objective Clause: This clause delineates the main objectives for which the company is formed. It's important to define these objectives clearly, as the company cannot undertake activities beyond those mentioned in this clause.
www.seribangash.com
Liability Clause: It outlines the extent of liability of the company's members. In the case of companies limited by shares, the liability of members is limited to the amount unpaid on their shares. For companies limited by guarantee, members' liability is limited to the amount they undertake to contribute if the company is wound up.
https://seribangash.com/promotors-is-person-conceived-formation-company/
Capital Clause: This clause specifies the authorized capital of the company, i.e., the maximum amount of share capital the company is authorized to issue. It also mentions the division of this capital into shares and their respective nominal value.
Association Clause: It simply states that the subscribers wish to form a company and agree to become members of it, in accordance with the terms of the MOA.
Importance of Memorandum of Association:
Legal Requirement: The MOA is a legal requirement for the formation of a company. It must be filed with the Registrar of Companies during the incorporation process.
Constitutional Document: It serves as the company's constitutional document, defining its scope, powers, and limitations.
Protection of Members: It protects the interests of the company's members by clearly defining the objectives and limiting their liability.
External Communication: It provides clarity to external parties, such as investors, creditors, and regulatory authorities, regarding the company's objectives and powers.
https://seribangash.com/difference-public-and-private-company-law/
Binding Authority: The company and its members are bound by the provisions of the MOA. Any action taken beyond its scope may be considered ultra vires (beyond the powers) of the company and therefore void.
Amendment of MOA:
While the MOA lays down the company's fundamental principles, it is not entirely immutable. It can be amended, but only under specific circumstances and in compliance with legal procedures. Amendments typically require shareholder
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
Sustainability: Balancing the Environment, Equity & Economy
Exploring the state of leadership effectiveness of tertiary institutions in ghana a study of two tertiary institutions in kumasi
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.16, 2013
64
Exploring the State of Leadership Effectiveness of Tertiary
Institutions in Ghana: A Study of Two Tertiary Institutions in
Kumasi
Bernard Effah 1*
Benedict Osei-Owusu 2
1. Department of Interior Architecture and Furniture Production. Kumasi Polytechnic, Post Office Box
854, Kumasi-Ashanti, Ghana-West Africa.
2. Department of Interdisciplinary Studies, College of Agriculture Education, Mampong-Ashanti,
University of Education Winneba. Ghana-West Africa.
* E-mail of the corresponding author: effah4real@yahoo.co.uk
Abstract
The study investigated the leadership effectiveness of leaders of tertiary institutions in Ghana. The study sought
to examine the leadership styles adopted, the leadership energy and effectiveness of the leaders of two tertiary
institutions. The research was undertaken at two institutions; one Polytechnic and one University. The
population of the study was the lecturers and the heads of departments of the two institutions. The leadership
matrix and leadership effectiveness index questionnaires were employed to collect quantitative and qualitative
data. The preferred and practiced styles were compared and contrasted to determine whether or not they were
used to achieve goals and objectives of the lecturers and the organizations. Cottrell’s leadership energy formula
E=MC2
was used to determine the energy level of the two institutions. The data collected reflected that the
leaders of both institutions have adopted team leadership style where they are concerned about the organizational
goals and also concerned about the wellbeing of the lecturers. The conclusion drawn was that there is effective
leadership with high energy that motivates lecturers in our tertiary institutions. The study ended by making
recommendations that encourage high concern for production, the lecturers and the institutions resulting in
sustainable ways of achieving the goals and objectives of the institutions and the lecturers. The recommendations
contribute towards the academic and professional development of the lecturers and their institutions.
Keywords: leadership; leadership effectiveness; leadership energy; tertiary institutions; and leadership styles.
1. Introduction
Higher education in Ghana is at a crossroad where it must redefine its mission accompanied with measurement
standards as to how it is going to meet the needs and obligations to citizens demanding higher education in the
21st
century (Afful-Broni, 2004). According to Daft (2008) leadership is one of the most observed phenomenon
on earth and one of the least understood. Leadership effectiveness appears to be a complex term without any
stated definition or well proved indicator. However, there seem to be a lot of people that have tried to solve the
mystery of leadership effectiveness in order to provide the world with the knowledge of how to become absolute
effective in one’s leadership (Great Systems, 2007). According to Bush (2007) there has been great interest in
educational leadership in the early part of the 21st
century. This is because of the widespread belief that the
quality of leadership makes a significant difference to school and student outcomes.
In many parts of the world, there is recognition that schools require effective leaders and managers if they are to
provide the best possible education for their learners. In the view of Bush (2007) as the global economy gathers
pace, more governments are realizing that their main assets are their people and that remaining, or becoming
competitive depends increasingly on the development of a highly skilled workforce. This requires trained and
committed teachers but they, in turn; need the leadership of highly effective Vice Chancellors, Rectors,
Principals and the support of other senior and middle level leaders. Leadership at work in educational institutions
is thus a dynamic process where an individual is not only responsible for the group’s tasks, but also actively
seeks the collaboration and commitment of all the group members in achieving group goals in a particular
context (Cole, 2002). Leadership in that context pursues effective performance in schools, because it does not
only examine tasks to be accomplished and who executes them, but also seeks to include greater reinforcement
characteristics like recognition, conditions of service and morale building, coercion and remuneration.
Due to the globalization of today, it is of great importance to be effective in more than one institution. Therefore,
the term leadership effectiveness seems, to us, to be an important part of today’s educational institutions. Hence,
an interesting question might be what the word effectiveness brings to leadership. Effectiveness within
organizations probably normally means cutting costs and reducing time. However, we find it rather clear that this
is not the purpose with leadership effectiveness. Principals, Rectors and Vice Chancellors who are regarded as
effective by both staff and school board members focus on both organizational goals and staff members’ needs
(Lunenburg & Ornstein, 1996).
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Davis (1998) stated that two important elements of effective school leadership are; establishing a school vision
and fostering positive interpersonal relationships. He also acknowledged that developing a school vision takes
time and the principal should have the ability to determine the status of the school, identify important aspects of
improvement and have a contingency plan to solve problems. In addition to this, they should be knowledgeable
about theory and especially those focusing on organizational behaviour and leadership. They should possess
technical skills needed for managerial responsibilities and the ability to reflect upon their practices in which they
skillfully integrate knowledge and skills with experience (Kowalski, 1995).
While education can learn from other settings, educational leadership and management has to be centrally
concerned with the purpose or aims of education. These purposes or goals provide the crucial sense of direction
to underpin school management (Bush, 2007). However, school aims are strongly influenced by pressures from
the external environment, and particularly from the expectations of government, often expressed through
legislation or formal policy statements. Schools may be left with the residual task of interpreting external
imperatives rather than determining aims on the basis of their own assessment of learner needs. The key issue
here is the extent to which school managers are able to modify government policy and develop alternative
approaches based on school-level values and vision. Day et al. (2001) as cited in Bush (2007) study of twelve
‘effective’ schools leads to the discussion of several dilemma in school leadership. One of these relates to
management, which is linked to systems and ‘paper’, and leadership, which is perceived to be about the
development of people.
Energy runs through everything as such is a valid concept to study. All things, animate and inanimate have
energy. Shirom (2005) stated that energy at the individual level manifests itself as the degree of well-being
experienced by the individual. At the collective level, energy ebbs and flows in an organization thus providing
the organization with a unique character by playing a role in the organization’s ability to be successful (Tosey &
Llewellyn, 2002). As educational leaders, our energy is the best hope for creating effective leadership for
institutions that feel alive.
Improving the quality of learning requires strategies which focus on change at the school and classroom levels.
Educational leaders can no longer simply wait for instructions or decisions from government. The pace of
change, and the need to be adaptable and responsive to local circumstances, requires that educational leaders
develop new skills and ways of working.
Bush (2007) explained that improving learning outcomes requires an approach to leadership development, which
focuses on ‘instructional leadership’. This means attempting to change the mind-set of leaders to regard the
processes of teaching and learning as central to their role rather than simply leaving such matters to educators.
Higher education should take into account the impact of globalization, the development of information and
advance communicative technologies, the rapid change in demand in employment, and the critical need for
highly qualified educators who have practical experience in their discipline. As higher education continues to
realize enrolment expansion, educators, state governments, and business should begin working in a partnership
atmosphere (Alexander, 2000). There is no doubt that one of the keys to unlocking the aspirations and abilities of
this remarkable nation lies in the area of educational leadership. There are long lists, published in numerous
reports, recited at numerous conferences, contained in numerous newspaper articles, of the challenges facing the
systems of education, and especially the system of higher education in Ghana. It is within this context that the
effectiveness of our educational leaders is being assessed.
1.1 Statement of the Problem
Educational practitioners have recognized leadership as vitally important for education institutions, since it is the
engine of survival for the institutions. This recognition has come at a time when the challenges of education
development worldwide are more demanding than ever before (Nkata, 2005). The rapid growth of educational
institutions and the ever-increasing enrolment will require improved management. Mass education at different
levels will also require new leadership approaches in order to enhance efficiency and effectiveness in the
management of our educational institutions. Educators have been struggling over the years to find the
combination of approaches that will be most effective in leading schools through these periods of turbulence and
change in all sectors of our economy. Presently, tertiary education in Ghana has seen the light of a lot of
leadership misfortunes characterized by series of labour concerns (strikes by UTAG, POTAG), agitations and
confrontations with student bodies over fees and accommodations (Legon), and the mushrooming of private
universities who admit unqualified students. Given such high stakes as these, and given its high impact,
trustworthy leadership is a critical element of success in any organization and the importance of effective
educational leadership has never been greater than at present. School failure is incredibly costly in economic,
social, and human terms. According to Cottrell (2008), organizational energy is a powerful force that fuels the
success of many high-achieving organizations and Einstein’s formula, E=MC2
can be borrowed to assess the
state of leadership in our tertiary institutions. There is also increasing recognition that schools require effective
leaders and managers if they are to provide the best possible education for their learners. While the need for
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effective leaders is widely acknowledged, there is much less certainty about which leadership behaviours are
most likely to produce favourable outcomes. Leadership is mostly about effectiveness, but also about efficiency.
Many leaders believe today that if an organization is efficient, it will become effective. This is often based on the
common belief that if you do the right thing, you can work on doing it right. This leads to the question if one’s
definition of leadership effectiveness could come to a conclusion of how to become effective, and in that case
what would the effectiveness result in? As this term of leadership effectiveness does not state what it is, or what
would come out of it, why would people strive to become effective?
1.2 Purpose of the Study
The intention of this study was to broaden the knowledge base of educational leadership through the exploration
of the leadership styles adopted by school leaders, the leadership energy and the overall effectiveness of leaders
of two tertiary institutions in Ghana.
1.3 Research Questions
The study recognizes the impact and importance of the issue in our educational institutions; hence the following
research questions guided this study:
1. What is the leadership styles adopted by leaders of two tertiary institutions in Ghana
2. What is the leadership energy of the leaders of two tertiary institutions in Ghana
3. What is the effectiveness of the leadership of leaders of two tertiary institutions in Ghana
2. Methodology
2.1 Design of the Study
This study compared and contrasted leadership styles, energy and effectiveness in two tertiary institutions in
Ghana. The study explored leadership energy, styles adopted and effectiveness in two public tertiary institutions
in Ghana. This study bears the characteristics of a descriptive survey approach - describing the conditions that
existed, practices that prevailed, and beliefs and attitudes held by the lecturers about their Heads of Departments,
Deans and Directors in the institutions.
Although the study was largely quantitative in nature, still both qualitative and quantitative approaches to data
collection and analysis were employed because a study of this magnitude requires a multi-pronged approach
combining different methods that help in triangulation in order to indicate reliability of the findings.
The population of this study comprised lecturers and the leaders in management positions. It included top-level
leaders who are deans, vice deans, the lower level leaders who are heads of academic and teaching departments,
and the lecturers. The target population of the study was all public universities and polytechnics in Ghana. This
is made up of 10 public polytechnics and 9 public universities. Since the entire population could not be studied,
the institutions were sampled for the study. An accessible population of 1 public polytechnic and 1 public
university was use. A three stage sampling procedure was used. First, one university and one polytechnic were
purposely sampled from the nine public universities and the ten public polytechnics to obtain a sample that was
representative of the population of interest. The choices of these institutions were to gather adequate responses to
facilitate computation process.
In the second stage of the sampling technique, deans, vice deans, and heads of departments who had been in that
position for at least one academic year were purposively sampled for the study. This was to afford lecturers
enough time to have interacted with their heads to be able to assess their leadership state. Ten heads from the
university and 10 heads from the polytechnic were used. A sample size of 20 heads of departments representing
a response rate of 86.2% was therefore used. For the third stage of the sampling process, all full time lecturers in
the selected faculties who had worked with the current head of department for a minimum period of at least one
academic year were purposively used for the study. Lecturers who had less than a year‘s experience with current
head were excluded from participation as respondents for the research. This was because their brief period of
interaction may be limited to be able to assess the head and therefore their responses may not constitute an
accurate reflection of the head‘s leadership style. Respondents were from the faculties of Built and Natural
Environment and Engineering for the polytechnic and faculty of Agriculture Education for the university. The
response rate was sixty-three (63) from the polytechnic and sixty-three (63) from the university making a total of
one hundred and twenty-six (126) respondents forming the sample size for the study.
2.2 Leadership Energy (E=MC2
) Formula
Albert Einstein is famous with his equation E=MC2
. That is a revolution in science, and now, Cottrell (2008)
based on that to make another revolution in finding a key equation to unlock secrets of successful leadership for
successful organization. Leadership Energy is also E=MC2
(1)
E represents energy;
M for your people within your organization;
C2
for leader’s impact”
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Based on Cottrell’s formula the researchers substituted the quantitative outcome of the leadership matrix
developed by Clark (2010): thus total result of the concern for people and total result of the concern for task to
determine the leadership energy. So the formula becomes
E is energy
M is concern for people
C2
is concern for task
Classification of energy levels; the researchers adopted the following classes based on the average figures on the
leadership grid:
Effective / strong energy 324 – 729 points
Average energy 125 – 225 points
Low energy 124 and below
2.3 Instrument for Data Collection
A questionnaire was used to collect data for this study. The questionnaire comprised questions that solicited
quantitative and qualitative data. Three headings were used in constructing the questionnaire. These were the
bio-data, which were basic items of information; the leadership styles and energy, which contained the 18
questions by Clark (2010), and leadership effectiveness index made up of the 11 questions proposed by Great
Systems (2007). The bio-data were quantitative and contributed to the investigation by providing characteristics
and background of the population studied. Since this was a descriptive study, the bio-data gave a profile of the
characters in those institutions. The respondents were provided with the responses from which they
ticked/circled/wrote the appropriate ones. The responses from these types of questions were quantifiable. There
were 36 questions in all.
For the leadership styles, the researchers adopted the scoring scale of the developer. The scale was 1-5 to choose
from. Scale 1 was the lowest whiles scale 5 was the highest.
For the styles perceived by Clark (2010), respondents were led with guiding short explanations of practices in
organizations. Then five alternative responses from which the respondents were to write appropriately were
provided. These responses were adopted from the original responses as invented by Blake and Mouton (1964).
The written responses were assessed based on the table of responses provided by Blake and Mouton (1964). The
total for both concern for people and concern for task were multiplied by 0.2 to give the final scores out of 10.
Then you Plot the final scores on a graph by drawing a horizontal line from the approximate people score
(vertical axis) to the right of the matrix, and draw a vertical line from the approximate task score on the
horizontal axis to the top of the matrix. The area of intersection is the leadership dimension that the leader will
tend to operate from.
The leadership effectiveness index scale also had five alternatives to the questions. These were; SA (strongly
agree), A (agree), AD (sometimes agree / sometimes disagree), D (disagree), SD (strongly disagree). The
respondents were to circle the appropriate one. According to Great Systems (2007), the objective of good
leadership in this model is to obtain a SA (strongly agree) or A (agree) response for all eleven statements. To
obtain such responses, the leadership expectation must be practiced on a consistent basis. In other words, an AD
(sometimes agree / sometimes disagree) response is considered negative when the index is calculated. This index
hurdle requires that at least 75% of the workgroup share the same positive perception. It also recognizes that
there will be some people who will select a negative response irregardless of the efforts that a leader makes.
When a person in a formal leadership role scores lower than 75% on an annual or semi-annual survey, they are
placed on probation and must enter into a formal leadership improvement program (Great Systems, 2007).
3. RESULTS
3.1 Leadership Style and Energy
3.1.1 Leadership Style
Table 1 Summary of totals of People and Task centered results
Questions
University Polytechnic
Questionnaire score Final score Questionnaire
score
Final score
People
centered 27.67 × 0.2 5.53 27.21 × 0.2 5.44
Task centered
28.11 × 0.2 5.62 27 × 0.2 5.40
Table 1 revealed the results of total scores from the leadership matrix and then multiplied by the constant (0.2) as
suggested by the developers of the grid to get the final score which were used to determine the leadership styles
of the two institutions. As can be seen from the above table, the final scores for the People centered questions
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were 5.53 and 5.44 for the University and Polytechnic respectively. Similarly, the final scores for the Task
centered questions were 5.62 and 5.40 for University and Polytechnic accordingly.
Table 2 Summaries of overall sum of People and Task centered questions for the two institutions
Questions Sum from questionnaires Sum from questionnaires
multiplied by constant
Final sum
People centered 54.88 ± 12.77 54.88
2
× 0.2
5.49
Task centered 55.11 ± 12.41 55.11
2
× 0.2
5.51
From Table 2, the respondents of both institutions indicated their order of preference of the leadership style. The
findings established that the leadership style adopted by the heads was team leadership. The endorsement of the
team leadership indicated the leaders are both concerned about the task and the people.
3.1.2 Leadership Energy
Table 3 depicts results of the leadership energy of both institutions from the final scores that were obtained from
Table 4.9 and were substituted into Cottrell’s leadership energy formula. As can be seen from Table 4.11 and
figure 4.4, the energy levels were 174.66 and 160.97 for University and Polytechnic respectively. These levels of
energy obtained fell within the average energy level of 125 to 225 points.
Table 3 Leadership energy of two tertiary institutions in Ghana
University Polytechnic
E = MC2
M = 5.53
C = 5.62
E = 5.53 (5.62)2
E = 5.53 31.58
E = 174.66
E = MC2
M = 5.44
C = 5.4
E = 5.44 (5.4)2
E = 5.44 29.59
E = 160.97
Likewise, the overall energy level of the two institutions was 166.74 points as indicated in Table 4.
Table 4 The Overall Leadership energy of two tertiary institutions in Ghana
E = MC2
M = 5.49
C = 5.41
E = 5.49 (5.51)2
E = 5.49 30.37
E = 166.74
3.1.3 Leadership Effectiveness
The leadership effectiveness model adopted by the researcher was to obtain a strongly agreed or agreed
responses to all eleven statements provided. From Table 5, an overwhelming majority (86.87 %) for University
and (85.86 %) for Polytechnic of the respondents agreed to all the statements as against a small percentage of
(13.13 %) for University and (14.14 %) for Polytechnic who disagreed to some of the statements. By these
results the leaders of these institutions were rated as effective as the model requires that at least 75 % of the
workgroup shares the same positive perception. This result is analyzed in Table 5.
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Table 5 Frequencies of leadership effectiveness index
QUESTION
University Polytechnic
AGREED DISAGREED MEAN ±
SD
AGREED DISAGREED MEAN ±
SD
1 63 (100) 1.44 ± 0.5 63 (100) 1.22 ± 0.42
2 63 (100) 1.67 ± 0.48 49 (77.8) 14 (22.2) 1.89 ± 0.74
3 56 (88.9) 7 (11.1) 1.67 ± 0.67 56 (88.9) 7 (11.1) 1.78 ± 0.63
4 42 (66.7) 21 (33.3) 2.11 ± 0.74 56 (88.9) 7 (11.1) 1.89 ± 0.57
5 56 (88.9) 7 (11.1) 1.56 ± 0.69 42 (66.7) 21 (33.3) 1.76 ± 0.92
6 63 (100) 1.44 ± 0.5 56 (88.9) 7 (11.1) 1.67 ± 0.67
7 49 (77.8) 14 (22.2) 1.89 ± 0.74 49 (77.8) 14 (22.2) 1.56 ± 0.84
8 63 (100) 1.78 ± 0.42 63 (100) 1.67 ± 0.48
9 63 (100) 1.56 ± 0.5 49 (77.8) 14 (22.2) 1.44 ± 0.84
10 42 (66.7) 21 (33.3) 1.89 ± 0.88 56 (88.9) 7 (11.1) 1.67 ± 0.67
11 42 (66.7) 21 (33.3) 1.89 ± 0.88 56 (88.9) 7 (11.1) 1.33 ± 0.67
TOTAL 55 (86.87 %) 8 (13.13 %) 54 (85.86 %) 9 (14.14 %)
In all, the overall leadership effectiveness index was high (86.37 %) for both institutions with a small minority
on the contrary. This is indicative of effective leadership of the tertiary institutions in Ghana.
4. Discussions
The leaders in the two institutions perform certain roles for the smooth running of the institutions and
improvement of the institutional performance. The manner the leader performs these roles and directs the affairs
of the institution is referred to as his/her leadership style. Leadership style therefore is the way a leader leads.
Some leaders are more interested in the work to be done than in the people they work with while others pay more
attention to their relationship with subordinates than the job. Whether a leader emphasizes the task or human
relations is usually considered central to leadership style.
In view of the above, it can be deduced that, the leaders of both institutions believes that lecturers can be highly
involved and enjoy their work. Thus, they work with the lecturers as a team to create a good working
environment where everybody is committed to the achievement of the organizational goals. The leader delegates
tasks to lecturers and give them freedom to utilize their initiatives to accomplish set objectives. A tension-free
atmosphere is thus created by involving lecturers in all organizations’ activities and team spirit is emphasized.
Thus, lecturers are motivated to believe in the organization’s mission and work towards the achievement of the
organizational goals. Personal problems are attended to and there is element of trust and respect within the
organization (Clark, 2010).
This outcome is in consonance with Fullan (1992) who emphasized that effective leaders must: concentrate on
fostering vision-building and norms of collegiality that respect individuality; must encourage lifelong
development that involves inquiry, reflective practice and collaboration; must see themselves as responsible for
redefining educational goals rather than for implementing existing programs; must structure participative
leadership that considers teachers as professionals and must foster unity of purpose and empowerment. It also
affirms the assertion of Leithwood (1992) that effective leaders are those who emphasize participative decision-
making. The study established that team leadership is the leadership style adopted by the leaders of the
institutions under study. This means that heads of departments of the institutions are both concerned with task
and the well being of the lecturers.
Team leadership style is a goal-oriented team approach that seeks to achieve maximum performance through
participation, involvement and commitment. The heads work with the lecturers as a team to create a good
working environment where everybody is committed to the achievement of the organizational goals. The heads
delegates tasks to lecturers and give them freedom to utilize their initiatives to accomplish set objectives.
However, from the study and also through the literature reviewed, it is clear that leadership is a very important
component and a critical ingredient in the process of improving the standard of education in Ghana.
Energy runs through everything as such is a valid concept to study. All things, animate and inanimate have
energy. Shirom (2005) stated that energy at the individual level manifests itself as the degree of well-being
experienced by the individual. At the collective level, energy ebbs and flows in an organization thus providing
the organization with a unique character by playing a role in the organization’s ability to be successful (Tosey &
Llewellyn, 2002). As educational leaders, our energy is the best hope for creating effective leadership for
institutions that feel alive.
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From the energy levels that were obtained, the institutions that were studied posses an awesome energy and the
leaders only need to release these energies and focus it appropriately throughout the institutions. These energies
are positive ones that promote passion, satisfaction and other affirmative emotions among lecturers and their
heads as established by Cottrell (2008). It was established in the study that energy at the individual level
manifests itself as the degree of well-being experienced by the individual lecturers. At the collective level,
energy ebbs and flows in an organization thus providing the organization with a unique character by playing a
role in the organization’s ability to be successful. As heads of departments, their energy is the best hope for
creating effective leadership for institutions that feel alive. The energy level that was realized was enough to
make the organization effective.
Effective leadership requires a person who can make vision building a collective exercise; a willingness to let go
of the hierarchical rights so that true power can be realized and a willingness to share the decision-making
responsibilities for such tasks as budget, schedules and staff development programs. Effective leadership
requires a person who possesses strong interpersonal skills, who has the ability to communicate and work with
all educational shareholders. This becomes even more important at the tertiary level.
As can be seen from the results above and based on the standard set by the researcher, it can be concluded that
the leaders of the two institutions are effective and this confirms Fullan (1992) that effective leaders must:
concentrate on fostering vision-building and norms of collegiality that respect individuality; must encourage
lifelong development that involves inquiry, reflective practice and collaboration; must see themselves as
responsible for redefining educational goals rather than for implementing existing programs; must structure
participative leadership that considers teachers as professionals and must foster unity of purpose and
empowerment.
Evans (1993) also tells us that leaders must aim not at manipulating subordinates, but at motivating followers
who invest themselves actively. This requires leaders who are skilful, but who are credible. According to Evans,
to be credible, the leader must be authentic. Authentic leaders link what they think, what they seek and what they
do. This result also means that the lecturers share the same positive perception about their leaders. Kouzes and
Posner (2003) also asserted that “Leadership is a team effort”. Effective leaders work with others to make them
strong, capable, and committed to the organizational mission and vision.
Effective leadership in institutions of higher education depends largely on the ability of the leader to balance the
human and the economic sides of her or his responsibility (Birnbaum, 1988). In other words, the leader’s ability
to develop valuable relationships both within the institution and outside of campus, her or his ability to engage in
complex thinking, and the ability to use multiple frames of reference to analyze problems are crucial to
successful leadership within higher education. The study also established that the lecturers share the same
positive perception about their leaders. Effective leaders work with others to make them strong, capable, and
committed to the organizational mission and vision. From the indications of the lecturers, leadership in both
institutions is a team effort. In all, the overall leadership effectiveness index was high for both institutions. This
is indicative of effective leadership of the tertiary institutions in Ghana.
5. Conclusion
This study has shown in a comprehensive breakdown of quantitative data, a general preview of the situation
facing leaders and lecturers of two tertiary institutions in Ghana. Furthermore, the figures and descriptive
information have provided an overall synopsis of the leadership situation in the tertiary institutions studied.
While the information specified here was not intended to provide statistical accuracy in relationship to the
sample of respondents, all of the information gathered has relevance to the subject herein which is lecturers feel
about the leadership styles and the leadership effectiveness of their heads of departments. The lecturers
confirmed team leadership as the leadership style adopted by heads of departments of both institutions. Thus the
leaders had concern for high academic work, they are also concern about the wellbeing of the lecturers and this
motivates them to give off their best.
By and large, majority of the lecturers indicated high leadership energy for their leaders. From the energy levels
that were obtained, the leaders’ posses an awesome energy and they only need to release these energies and
focus them appropriately throughout the institutions. These energies are positive ones that promote passion,
satisfaction and other affirmative emotions among lecturers and their heads. Overwhelm by the styles and
energies of the leaders of the two institutions, the lecturers rated their leaders as effective with a percentage of
above 80%.
In conclusion, there is a very genuine acceptance that leadership is a very strong predictor of school performance
and as such the study established that among the pillars on which education is anchored is leadership. And as
such if leadership is expected to have a pronounced effect on our education, it must be team leadership. Effective
leadership in institutions of higher education depends largely on the ability of the leader to balance the human
and the economic sides of her or his responsibility. In other words, the leader’s ability to develop valuable
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relationships both within the institution and outside of campus, his or her ability to engage in complex thinking,
and the ability to use appropriate leadership style to analyze problems are crucial to successful leadership within
higher education.
6. Recommendations
This study sought to analyze the leadership styles and effectiveness of heads of departments in two tertiary
institutions in Ghana. The researchers recognized from literature and experiences from observations of
leadership in tertiary institutions that there are many leadership styles employed by the heads. The following
recommendations were made by the researchers;
1. Appointments of Head of Department by Management Board Members should be based on the working
experience of the lecturer at the institution in order to exhibits more leadership energy in the
performance of work
2. Heads of Departments should accept and adopt the concept of team leadership in order to work
collaboratively with other lecturers to ensure efficiency in the performance of work and achieve
institutional mission.
3. Heads of Departments should adopt delegation of duties to other colleague lecturers with some amount
of freedom to operate in order to ensure the total achievement of institutional goals.
4. To achieved institutional goals Heads of Department should be more effective in order to motivate other
lecturers to be more committed to the task.
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