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Warm-up Discussions ,[object Object],[object Object],[object Object]
Approaches to reviewing leadership literature Ambiguity models Alternative formulations of leadership Subjective models Contingency models Fiedler’s Contingency Theory Political models Decision making models The authoritarian-democratic continuum Democratic models Leader behaviors; consideration and initiation of structure The ‘situational’ approach Formal models Trait views of leadership The trait approach Bush  & Hughes  Foster  Watkins
Six perspectives on the history of leadership theories Late 19 th  century: Decentralized structures 1900-1950: Administrative Progressives 19660’s-1970’s: Militancy and challenges 1980’s: Back to Basics Pre 20 th  century: heroic leaders, ideal types Trait theory Leadership behavior theory Contingency theory Pre-1930’s: Traditional Science Management’ 1930’s-1960’s: Human relations Supervision 1960’s: Revisionist period ‘ Neo-scientific Management’ ‘ Human Resource Supervision’ Pre-1950’s: Trait theory 1950’s-1960’s: Rise of Contingency Theories 1970’s-1980’s: School Effectiveness and Decision Making 1920’s-1960’s Administrative Manager 1960’s-1970’s: Program Manager 1980’s:  Instructional Leader 1990’s: Transformation-al leader From 1945, Administrative science, positivist methodologies as the sloe means of understanding administration 1970’s, the philosophical work of Hodgkinson as a moment of change in direction of questions asked Tyack Smith & Pererson,  Sergiovanni & Starratt Hoyle  Hallinger Greenfield
Metaphors for Principal ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphorical themes in principalship ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FIGURE 2.1 Analysis of metaphors of 1920s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FIGURE 2.1 Analysis of metaphors of 1920s (Cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Figure 3.1 Analysis of Metaphors of the 1940s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Figure 3.1 Analysis of Metaphors of the 1940s (Cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Figure 5.1 Analysis of the Metaphors of the 1960s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Figure 5.1 Analysis of the Metaphors of the 1960s (Cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FIGURE 7.1 Analysis of Metaphors of the 1980s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FIGURE 7.1 Analysis of Metaphors of the 1980s (Cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assumptions and the Structure of Educational Theories Assumptions about knowledge Assumptions About  human nature Assumptions about educational purpose Educational theories and recommendation
Assumptions in Theories of Leadership The leader (trait, style, behavior, vision, charisma)  The task   (from holistic to reductionism, needing discretion or direction) The led (follower) (motivations, readiness, attitudes) The organization (structural, political, moral purpose )
Taylor’s Scientific Management ,[object Object]
Trends in the assumptions ,[object Object],[object Object],[object Object],[object Object]

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History Power Point

  • 1.
  • 2. Approaches to reviewing leadership literature Ambiguity models Alternative formulations of leadership Subjective models Contingency models Fiedler’s Contingency Theory Political models Decision making models The authoritarian-democratic continuum Democratic models Leader behaviors; consideration and initiation of structure The ‘situational’ approach Formal models Trait views of leadership The trait approach Bush & Hughes Foster Watkins
  • 3. Six perspectives on the history of leadership theories Late 19 th century: Decentralized structures 1900-1950: Administrative Progressives 19660’s-1970’s: Militancy and challenges 1980’s: Back to Basics Pre 20 th century: heroic leaders, ideal types Trait theory Leadership behavior theory Contingency theory Pre-1930’s: Traditional Science Management’ 1930’s-1960’s: Human relations Supervision 1960’s: Revisionist period ‘ Neo-scientific Management’ ‘ Human Resource Supervision’ Pre-1950’s: Trait theory 1950’s-1960’s: Rise of Contingency Theories 1970’s-1980’s: School Effectiveness and Decision Making 1920’s-1960’s Administrative Manager 1960’s-1970’s: Program Manager 1980’s: Instructional Leader 1990’s: Transformation-al leader From 1945, Administrative science, positivist methodologies as the sloe means of understanding administration 1970’s, the philosophical work of Hodgkinson as a moment of change in direction of questions asked Tyack Smith & Pererson, Sergiovanni & Starratt Hoyle Hallinger Greenfield
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14. Assumptions and the Structure of Educational Theories Assumptions about knowledge Assumptions About human nature Assumptions about educational purpose Educational theories and recommendation
  • 15. Assumptions in Theories of Leadership The leader (trait, style, behavior, vision, charisma) The task (from holistic to reductionism, needing discretion or direction) The led (follower) (motivations, readiness, attitudes) The organization (structural, political, moral purpose )
  • 16.
  • 17.