This summary provides an overview of a qualitative study that used the leaderful practice model to interpret the leadership of a principal at a primary school in South Africa. The study involved interviews with the principal after his retirement and a focus group of teachers from the school. The principal's leadership demonstrated characteristics of leaderful practice, with a focus on shared power, collective leadership, collaboration, and compassion. The study aimed to reveal the principal's leadership experiences through the lens of the leaderful practice model.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
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.
This document discusses strengthening the creative transformational leadership of primary school teachers. It aims to study the components and indicators of creative transformational leadership, examine the existing and desirable levels of leadership, develop a program to strengthen leadership, and evaluate the results. The research found five elements of creative transformational leadership: vision, intellectual stimulation, creativity, inspirational motivation, and flexibility. It developed a program with five modules corresponding to these elements and a coaching/mentoring guideline. Implementing the program significantly improved teachers' creative transformational leadership levels.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
The document discusses educational leadership and various leadership theories. It provides:
1) Descriptions of 10 common leadership theories including great man theory, trait theory, behavioral theory, and transformational theory.
2) An overview of educational leadership, noting it involves working with educators to improve programming and outcomes through vision, influence, and accountability.
3) A case study about a school that developed leadership capacity through a focus on collective responsibility for student achievement.
The document discusses educational leadership and the roles of teacher leaders. It defines educational leadership as leadership within an educational institution that strives to create positive changes. It then describes several common roles that teacher leaders take on, such as being a resource provider, instructional specialist, curriculum specialist, mentor, learning facilitator, classroom supporter, school leader, data coach, catalyst for change, and learner. These roles involve supporting colleagues through sharing resources, teaching strategies, curriculum guidance, mentoring new teachers, facilitating professional learning, observing and coaching in classrooms, participating in school governance, helping with data analysis, driving improvement efforts, and continually learning themselves.
Distributed leadership in secondary schoolsJaminur Rahman
Distributed leadership focuses on engaging all team members in leadership roles within a school, not just the head teacher. This paper discusses the possibilities and impediments of implementing distributed leadership in secondary schools in Bangladesh. The education system in Bangladesh is facing challenges that distributed leadership may help address, such as improving teaching quality. However, distributed leadership remains unclear in concept and its practice in developing countries is seldom discussed. For distributed leadership to work in Bangladesh, training programs for head teachers need to focus on long-term positive change.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
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.
This document discusses strengthening the creative transformational leadership of primary school teachers. It aims to study the components and indicators of creative transformational leadership, examine the existing and desirable levels of leadership, develop a program to strengthen leadership, and evaluate the results. The research found five elements of creative transformational leadership: vision, intellectual stimulation, creativity, inspirational motivation, and flexibility. It developed a program with five modules corresponding to these elements and a coaching/mentoring guideline. Implementing the program significantly improved teachers' creative transformational leadership levels.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
The document discusses educational leadership and various leadership theories. It provides:
1) Descriptions of 10 common leadership theories including great man theory, trait theory, behavioral theory, and transformational theory.
2) An overview of educational leadership, noting it involves working with educators to improve programming and outcomes through vision, influence, and accountability.
3) A case study about a school that developed leadership capacity through a focus on collective responsibility for student achievement.
The document discusses educational leadership and the roles of teacher leaders. It defines educational leadership as leadership within an educational institution that strives to create positive changes. It then describes several common roles that teacher leaders take on, such as being a resource provider, instructional specialist, curriculum specialist, mentor, learning facilitator, classroom supporter, school leader, data coach, catalyst for change, and learner. These roles involve supporting colleagues through sharing resources, teaching strategies, curriculum guidance, mentoring new teachers, facilitating professional learning, observing and coaching in classrooms, participating in school governance, helping with data analysis, driving improvement efforts, and continually learning themselves.
Distributed leadership in secondary schoolsJaminur Rahman
Distributed leadership focuses on engaging all team members in leadership roles within a school, not just the head teacher. This paper discusses the possibilities and impediments of implementing distributed leadership in secondary schools in Bangladesh. The education system in Bangladesh is facing challenges that distributed leadership may help address, such as improving teaching quality. However, distributed leadership remains unclear in concept and its practice in developing countries is seldom discussed. For distributed leadership to work in Bangladesh, training programs for head teachers need to focus on long-term positive change.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
Distributive leadership focuses on collaboration, shared purpose, and leadership that is distributed across both formal and informal roles. It emphasizes collegial sharing of knowledge and practice through building trust and creating a learning culture. The teaching fellowship scheme utilizes distributive leadership to catalyze curriculum change by building the capacity of academic staff and redesigning subjects using blended learning. This approach extends the reach of professional development throughout the university by empowering fellows to implement changes with their colleagues.
This document discusses educational management and leadership. It covers the definition and significance of educational management. Effective managers can provide the best possible education. Different leadership styles are examined, including managerial, transformational, participative, post-modern, moral, instructional, and contingent leadership. Regardless of the specific approach, leadership should focus on managing teaching and learning to achieve a shared vision for the educational institution.
This document discusses a study on transformational leadership behaviors among teachers at primary schools in Subang Jaya, Malaysia. The study aims to understand teachers' perceptions of transformational leadership, identify factors influencing student performance, and determine important aspects of transformational leadership contributing to school achievement. The document provides background on transformational leadership and its four main characteristics. It outlines the research objectives, questions, operational definitions, and limitations of the study. The significance of the study is to identify teachers' behaviors and how transformational leadership impacts student outcomes at primary schools.
This document summarizes a study examining teachers' perspectives on effective instructional leadership. The study found that principals who were effective instructional leaders used two main approaches: 1) talking with teachers to promote reflection, which included making suggestions, giving feedback, modeling, using inquiry, and giving praise; and 2) promoting professional growth, such as emphasizing study of teaching/learning, supporting collaboration, developing coaching relationships, encouraging program redesign, and applying principles of adult learning. Teachers reported these approaches increased their motivation, self-esteem, efficacy, and reflective teaching practices like innovation, risk-taking, and instructional variety.
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
This document outlines 10 roles that teachers can take on as leaders: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. It explains that teacher leaders assume a variety of roles to support school and student success and that many teachers can serve as leaders among their peers in both formal and informal ways.
The document summarizes three models of educational change: Schooling by Design, IDEAS Model, and Strategy in Education Model. Schooling by Design uses backward design and focuses on identifying desired results and acceptable evidence. The IDEAS Model is a five phase process including initiating, discovering, envisioning, actioning and sustaining. It also emphasizes parallel leadership between teachers and administrators. The Strategy in Education Model focuses on envisioning the future, articulating objectives, implementing strategies, and monitoring progress. All three models emphasize improving teaching and learning, being appropriate for the school, using data, and taking a long term perspective.
The school management and educational leadershipPaolaGarcia4482
School leadership and management involves leadership, administration, and management working together. Leadership can be distributed among various people in the school and is not solely the responsibility of the headmaster. Successful school leadership requires guiding the school community towards its goals through motivation and orientation. It also involves treating all members of the school with respect, encouraging trust, and promoting democratic values. Effective leadership development employs methods like mentoring, coaching, and benchmarking that are grounded in educational principles of guidance, participation, and continuous learning.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
How to develop leadership qualities in a teacher by dr manishankar chakrabortyDr.Manishankar Chakraborty
The document discusses the roles and responsibilities of teacher leaders. It begins by outlining 10 common roles of teacher leaders according to Cindy Harrison and Joellen Killion: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, change catalyst, and learner. The document then examines challenges teacher leaders face in balancing organizational demands with classroom responsibilities. It also reviews several studies on how teacher leaders develop legitimacy within their schools and the support structures needed to avoid burnout. Overall, the document provides an overview of the concepts and skills involved in teacher leadership.
Project Management Foundations Series Course 104 - Agile Project Management C...Think For A Change
This document provides an overview of an introductory course on agile project management concepts and SCRUM methodology. The course is divided into three segments: an introduction to agile project management concepts, a closer look at SCRUM, and applying agile PM to organizations. The target audience includes those with little experience in formal PM, agile concepts, or SCRUM. The document defines agile project management and its principles, then discusses the SCRUM framework including sprints, roles of the product owner and scrummaster, and how scrum addresses change management.
Internal communication refers to the exchange of information within an organization and helps to increase productivity, achieve organizational goals, approach problems proactively, and improve customer service and decision-making. It occurs through various channels like memos, intranet, publications, meetings, and telephone. External communication is the exchange of information between an organization and outside groups, and its goals are to facilitate cooperation, present a favorable image, promote the organization, advertise to customers, and provide information about products and services. Channels for external communication include print/broadcast media, pamphlets, press conferences, annual reports, and meetings.
External communication refers to communication between an organization and outside groups or individuals not within its formal structure. It typically involves formal channels like press releases, advertisements, and product orders to control the organization's image and maintain good relationships. The main goals of external communication are to present a favorable image, promote the organization, advertise to customers, and provide information about products and services to facilitate cooperation with external groups.
The document discusses internal and external communication in organizations. It defines internal communication as occurring between members of the same organization, while external communication is between an organization and other entities. It also outlines various communication methods like verbal, written, and visual, discussing their advantages and disadvantages. Factors to consider for effective communication include speed, cost, message details, leadership style, the receiver, and importance of feedback. Barriers to effective communication can occur if the message is not understood or received.
The roles of stakeholders in curriculum implementationChoc Nat
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
Distributive leadership focuses on collaboration, shared purpose, and leadership that is distributed across both formal and informal roles. It emphasizes collegial sharing of knowledge and practice through building trust and creating a learning culture. The teaching fellowship scheme utilizes distributive leadership to catalyze curriculum change by building the capacity of academic staff and redesigning subjects using blended learning. This approach extends the reach of professional development throughout the university by empowering fellows to implement changes with their colleagues.
This document discusses educational management and leadership. It covers the definition and significance of educational management. Effective managers can provide the best possible education. Different leadership styles are examined, including managerial, transformational, participative, post-modern, moral, instructional, and contingent leadership. Regardless of the specific approach, leadership should focus on managing teaching and learning to achieve a shared vision for the educational institution.
This document discusses a study on transformational leadership behaviors among teachers at primary schools in Subang Jaya, Malaysia. The study aims to understand teachers' perceptions of transformational leadership, identify factors influencing student performance, and determine important aspects of transformational leadership contributing to school achievement. The document provides background on transformational leadership and its four main characteristics. It outlines the research objectives, questions, operational definitions, and limitations of the study. The significance of the study is to identify teachers' behaviors and how transformational leadership impacts student outcomes at primary schools.
This document summarizes a study examining teachers' perspectives on effective instructional leadership. The study found that principals who were effective instructional leaders used two main approaches: 1) talking with teachers to promote reflection, which included making suggestions, giving feedback, modeling, using inquiry, and giving praise; and 2) promoting professional growth, such as emphasizing study of teaching/learning, supporting collaboration, developing coaching relationships, encouraging program redesign, and applying principles of adult learning. Teachers reported these approaches increased their motivation, self-esteem, efficacy, and reflective teaching practices like innovation, risk-taking, and instructional variety.
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
This document discusses the relationship between instructional leadership behaviors of high school principals and teachers' organizational commitment. It analyzes data collected from 441 teachers across 28 high schools in Istanbul, Turkey. The findings show that principals displayed instructional leadership behaviors most in setting and sharing school goals, and least in supporting and developing teachers. Teachers' organizational commitment was low in compliance but medium in identification and internalization. A negative correlation was found between principal behaviors and commitment in adaptation, while a positive correlation was found for identification and internalization. Establishing an organized instructional environment significantly predicted organizational commitment sub-dimensions.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
This document outlines 10 roles that teachers can take on as leaders: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. It explains that teacher leaders assume a variety of roles to support school and student success and that many teachers can serve as leaders among their peers in both formal and informal ways.
The document summarizes three models of educational change: Schooling by Design, IDEAS Model, and Strategy in Education Model. Schooling by Design uses backward design and focuses on identifying desired results and acceptable evidence. The IDEAS Model is a five phase process including initiating, discovering, envisioning, actioning and sustaining. It also emphasizes parallel leadership between teachers and administrators. The Strategy in Education Model focuses on envisioning the future, articulating objectives, implementing strategies, and monitoring progress. All three models emphasize improving teaching and learning, being appropriate for the school, using data, and taking a long term perspective.
The school management and educational leadershipPaolaGarcia4482
School leadership and management involves leadership, administration, and management working together. Leadership can be distributed among various people in the school and is not solely the responsibility of the headmaster. Successful school leadership requires guiding the school community towards its goals through motivation and orientation. It also involves treating all members of the school with respect, encouraging trust, and promoting democratic values. Effective leadership development employs methods like mentoring, coaching, and benchmarking that are grounded in educational principles of guidance, participation, and continuous learning.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
The document discusses educational leadership and management theory. It begins by explaining the widespread belief that school leadership quality significantly impacts student outcomes, and that effective principals and managers are needed to provide high-quality education. It then examines various theories and models of educational leadership and management, including managerial, transformational, and transactional approaches. The document argues that while effective management is important, transformational leadership is essential for autonomous schools undergoing change to achieve organizational commitment and higher performance from teachers and students.
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
How to develop leadership qualities in a teacher by dr manishankar chakrabortyDr.Manishankar Chakraborty
The document discusses the roles and responsibilities of teacher leaders. It begins by outlining 10 common roles of teacher leaders according to Cindy Harrison and Joellen Killion: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, change catalyst, and learner. The document then examines challenges teacher leaders face in balancing organizational demands with classroom responsibilities. It also reviews several studies on how teacher leaders develop legitimacy within their schools and the support structures needed to avoid burnout. Overall, the document provides an overview of the concepts and skills involved in teacher leadership.
Project Management Foundations Series Course 104 - Agile Project Management C...Think For A Change
This document provides an overview of an introductory course on agile project management concepts and SCRUM methodology. The course is divided into three segments: an introduction to agile project management concepts, a closer look at SCRUM, and applying agile PM to organizations. The target audience includes those with little experience in formal PM, agile concepts, or SCRUM. The document defines agile project management and its principles, then discusses the SCRUM framework including sprints, roles of the product owner and scrummaster, and how scrum addresses change management.
Internal communication refers to the exchange of information within an organization and helps to increase productivity, achieve organizational goals, approach problems proactively, and improve customer service and decision-making. It occurs through various channels like memos, intranet, publications, meetings, and telephone. External communication is the exchange of information between an organization and outside groups, and its goals are to facilitate cooperation, present a favorable image, promote the organization, advertise to customers, and provide information about products and services. Channels for external communication include print/broadcast media, pamphlets, press conferences, annual reports, and meetings.
External communication refers to communication between an organization and outside groups or individuals not within its formal structure. It typically involves formal channels like press releases, advertisements, and product orders to control the organization's image and maintain good relationships. The main goals of external communication are to present a favorable image, promote the organization, advertise to customers, and provide information about products and services to facilitate cooperation with external groups.
The document discusses internal and external communication in organizations. It defines internal communication as occurring between members of the same organization, while external communication is between an organization and other entities. It also outlines various communication methods like verbal, written, and visual, discussing their advantages and disadvantages. Factors to consider for effective communication include speed, cost, message details, leadership style, the receiver, and importance of feedback. Barriers to effective communication can occur if the message is not understood or received.
The roles of stakeholders in curriculum implementationChoc Nat
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Symposium 2016 : Workshop 104 Brain and LeadershipPMI-Montréal
This innovative, one-of-a-kind workshop will present some of the most recent findings about the brain together with implications for managing and leading employees. The workshop will challenge many current management practices by presenting relevant research on the social and emotional nature of the brain.
Biography
Robert has developed a reputation as a pioneer in using neuroscience-supported tools and processes that challenge current management practices that date back over 50 years.
Robert Paris is one of the first and very few professionals in Canada who have earned their Certificate in the Foundations of Neuroleadership from the Neuroleadership Institute led by Dr. David Rock. Robert has 35 years combined practical management and consulting experience that spans 5 continents. He has 15 years of results-oriented management experience at blue chip companies such as Johnson & Johnson and has an established track record of successfully designing and facilitating management, leadership, team-building and coaching programs that give organizations a long term, sustainable competitive advantage. Robert is an exceptionally engaging executive coach whose advice is highly valued by CEOs, other C-Suite executives, middle managers and first-time supervisors. Robert has 25 years teaching experience at McGill University. He currently lectures at McGill’s School of Continuing Studies and is certified in the Foundations of Neuroleadership, Points of You™ Leadership & Coaching, Whole Brain Thinking™ and Simplexity™ Complex Problem-Solving. Robert’s dynamic personality, business and academic experience and use of 21st century leadership and coaching tools place him among the leaders in corporate training and development programs.
Journal of asian and african studies exploring successful principalship 2014steyngm1
This document summarizes a case study on a successful school principal in South Africa. It explores how the principal succeeded in sustaining leadership despite challenges in the South African education system. The study interviewed the principal and staff to understand the principal's leadership traits, style, and ability to sustain improvement over time. Key findings were that the principal was fully committed to improving learning quality, skillfully used resources, and developed trust through a clear vision, high expectations, and integrity. The study provides insights into successful principal leadership practices that could benefit other South African school leaders.
This document discusses a case study that used reflexive photography to study a South African school principal's experiences of how professional development impacted the development of his school. The principal placed a high value on ongoing professional development for himself and his staff. Data was collected through the principal's photographs, writings, and an interview. The data showed the principal's commitment to professional development, how it helped the school receive awards for being inviting and positive, and how it focused the school on serving students well through programs like a behavior card system. The study illustrates how a principal can influence a school's development through ongoing learning and development.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal as told through interviews and compares it to Laub's six characteristics of servant leadership: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative is analyzed and categories that emerged are presented within Laub's framework. The principal viewed his leadership as a calling to make a difference in people's lives. Throughout his career, he remained focused on others' welfare and was an inviting, hands-on leader. The study shows how the principal's narrative exemplifies servant leadership and the complex relationship between leadership practice and school context
Reflections on school leadership christelike wetenskap 2012)steyngm1
This document summarizes a study that investigated the moral and transformational dimensions of a South African school principal's leadership. Through interviews and observations, the study examined how the principal's values and beliefs informed his leadership as a "moral steward." Key themes that emerged included the principal viewing God as the foundation of his leadership, caring about people's needs and feelings, and empowering others to develop their potential. The study aimed to contribute to the limited research on narratives of successful school leadership in South Africa.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal through interviews and analyzes how his leadership aligns with the six characteristics of Laub's servant leadership model: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative was coded and categorized according to these characteristics. The findings suggest the principal viewed his role as a calling to make a difference in others' lives. His leadership style focused on the welfare of others and remained consistent over his career. The narrative provides insights into how the principal's practice exemplified servant leadership in valuing people, developing them, and building
This document is a chapter from a research thesis that examines teachers' understandings of teacher professionalism and teacher leadership in New Zealand primary schools. It provides background on how expectations of teachers have changed internationally with the rise of the knowledge society. In New Zealand, education reforms in the 1990s challenged the professionalism of teachers. The study aims to understand how teachers view the concepts of professionalism and leadership in relation to their work through qualitative interviews. The literature review in Chapter 2 will analyze facets of school culture that support professionalism and teacher leadership. Subsequent chapters will outline the research methodology and findings, and discuss the implications in the context of the literature.
1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
This study examined the leadership behaviors of principals at five special schools in South Africa that serve students with different disabilities. The researchers surveyed 50 teachers across the schools to understand their experiences and perceptions of their principal's leadership. The survey included questions in five categories of leadership: relationships, communication, professional development, shared decision-making, and recognition of teacher skills. The findings revealed limited evidence of these leadership behaviors across the schools. There were also differences in teacher responses based on gender, with teachers perceiving different behaviors from male and female principals. The study suggests special schools would benefit from leadership styles that emphasize participation, power sharing, and school culture transformation.
Distributed leadership involves sharing leadership responsibilities throughout an organization. There are several reasons why distributed leadership is effective: it improves student outcomes and organizational effectiveness; builds commitment among staff; and is considered ethical as it engages all stakeholders in decision-making. Distributed leadership distributes leadership to key people in the organization and complements the roles of both formal leaders and informal teacher leaders.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
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Exploring the state of leadership effectiveness of tertiary institutions in g...Alexander Decker
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Dr. Lisa D. Hobson, Prairie View A&M Universityguest3c8a16c
Dr. Lisa D. Hobton, Prairie View A&M University, PhD Program in Educational Leadership, national refereed article published in the National FORUM of Educational Administration and Supervision Journal, 27(2) 2010.
Dr. William Allan Kritsonis, Editor-in-Chief
National FORUM Journals
17603 Bending Post Drive
Houston, Texas 77095
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
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Journal of new generation sciences leaderful practice 2013
1. 104
INTERPRETING THE LEADERSHIP PRACTICE OF A
SOUTH AFRICAN SCHOOL USING THE LEADERFUL
PRACTICE MODEL
G.M. STEYN
ABSTRACT
Literature reveals the crucial influence of school leadership on the creation
and maintenance of successful schools. In searching for new foundations to
understand leadership, Raelin's leaderful practice model serves as an
authentic model to describe a successful South African leadership practice. A
qualitative study was used to interpret school leadership in primary schools
through the lens of the leaderful practice model. The following observations
emerged from the study: “It is passion that makes people succeed in life”; “It
isn't my school, it's our school”; and “Development has to be an integral part of
education”. By sharing the leadership experiences of the principal, this study
could serve as a valuable resource and promote the creation of other leaderful
practices in South African schools.
Keywords: principalship; leaderful practice; professional development;
collaborate leadership
1. INTRODUCTION
Research on school effectiveness conclusively indicates that leadership
quality is a key factor in determining the success or failure of schools
(Hallinger & Heck, 2010; Hess & Kelly, 2005; Reyes & Wagstaff, 2005).
Effective principals act as catalysts for effective schools and have a huge
impact on critical processes within schools (Lin, 2005:iii). As such, principals'
leadership skills may influence professional relationships, professional
development and school development (Hallinger & Heck, 2010:100; Kelly &
Saunders, 2010:134).
There has been a global increase in studying school leadership (Gurr,
Drysdale & Mulford, 2006:372; Slater, Garcia & Gorosave, 2008:702). These
studies reflect the analysis of qualitative school leadership in countries such
as England (Day, 2009), Australia (Drysdale, Goode & Gurr, 2009; Gurr,
Drysdale & Mulford, 2005), Sweden (Höög, Johansson & Olofson, 2005), the
United States (Jacobson, Johnson, Ylimaki & Giles, 2005), and Indonesia
(Raihani, 2008). Perumal's study (2009) uses the leaderful practice model to
focus on the legacy of racial segregation in two previously disadvantaged
South African schools. This study, however, attempts to employ the leaderful
practice model to interpret a South African school principal's leadership
practice and as such, build on a foundation of school leadership theory and
evidence (Leithwood & Day, 2007:12).
Journal for New Generation Sciences: Volume 11 Number 1
2. 2. CONCEPTUAL FRAMEWORK
Literature reveals core leadership practices of successful school principals
regardless of the particular school context (Jacobson et al., 2005; Gurr et al.,
2006; Raihani, 2008; Leithwood & Day, 2007). Such principals build a vision
and set clear directions that promote a sense of shared purpose for the school,
which is at the core of most conceptions of successful leadership (Dobbs &
Walker, 2010:10). However, this implies that principals should clearly and
regularly articulate and communicate the school's vision, and set and
communicate high but achievable performance expectations, stimulate their
staff's initiatives, provide support and give feedback in this regard (Raihani,
2008:487; Gurr et al., 2006:376). Adopting such an approach may enable
certain changes in practice, either through their personal efforts or by involving
staff in collegial leadership (Botha, 2004:241).
Through their leadership support and by providing sufficient intellectual
stimulation, successful principals understand and develop learners in their
schools by directing their actions towards the shared goals (Gurr et al.,
2006:375; Jacobson et al., 2005:611; Leithwood & Day, 2007:4). It is primarily
through principals' encouraging of staff to collaboratively discover and make
changes to their teaching practice that they can influence learner
performance. By doing this, principals shift the power distribution among staff
members to a flatter network, which is used to promote professional
communities that are involved in attaining success for all learners (Botha,
2004:241). For professional communities to emerge, staff members need
opportunities to be empowered and to learn the necessary skills (Katz & Earl,
2010:42; Raihani, 2008:487; Spillane, 2005:144). The key word is
“interaction”, which involves strategies for encouraging others to lead
irrespective of their position in the school (Frost, 2008:343). This aspect
includes practices such as creating an environment conducive to allowing
staff to make the most of their abilities, encouraging commitment and
motivation, and establishing appropriate structures to support staff
collaboration (Gurr et al., 2006:376; Leithwood & Day, 2007:4; Raihani,
2008:487).
Framed by Raelin's leaderful practice model (2003), the aim of this article is to
report on a principal's perceptions of leaderful practice during his career as a
principal. This model does not present a model where leaders allow followers
to participate in leadership. Raelin (2003:5—16) introduces the concept
“leaderful” as a way to reconsider leadership from a transformational
perspective. A leaderful practice consists of the following four tenets,(the so-called
105
four Cs of leaderful practice (Raelin, 2003:13,14):
(1) Leadership is concurrent where people as leaders in a community
share power with others.
(2) Leadership is collective where many people in a community can
function as leaders.
3. 106
(3) Leadership is collaborative where every member in a community, and
not only the position leader, may speak on behalf of the entire
community.
(4) Leadership is compassionate, as values are closely linked to
leadership.
Raelin (2003:71) also identifies the following four characteristics of a leaderful
practice, which apply across all individual, team and organisational levels. (1)
Leaderful practices ensure that individuals and communities have the
necessary resources to assume accountability and empowered
decisionmaking. (2) A learning component, which includes the development of
skills and attitudes, is necessary to prepare all role players to assume shared
responsibility. (3) All role players need to be committed. (4) Selection is
required to identify those “most ready to assume the challenge” in order to
extend the shared power and authority in the organisation. Perumal (2009:46)
succinctly describes this model as follows: “Critical leaderful practices
decentre the school principal as central leader in the school.” As such, the
model is an authentic mutual model that transforms institutional leadership as
an individual activity into a collective practice.
3. RESEARCH METHODOLOGY
A qualitative research method, in particular a case study, was selected as the
most appropriate method of data collection. Being appointed to teach school
managers at the University of South Africa, the writer shadowed a number of
principals in a district to observe their day-to-day activities in order to use the
information as material for the study. Through this shadowing exercise in
1992, the writer became acquainted with the specific primary school used in
the study and was instrumental in assisting the school to receive the
International Award for Invitational Education in 1993 for being an inviting
school. This paper reports on the study of leadership within a South African
primary school in which other studies, having different purposes, were
conducted (Steyn, 1994; Steyn, 2007; Steyn, 2009a; Steyn 2009b; Steyn,
2010a; Steyn, 2010b). Throughout the years of involvement in the school, the
principal in the study proved to be highly skilled as a principal and “on the
cutting edge of leadership as reflected by theory and best practice” (Reyes &
Wagstaff, 2005:111). As part of a series of studies, this paper attempts to
reveal the principal's leadership experiences through the leaderful practice
lens.
The school in the study was an urban, Afrikaans-medium primary school
within a middle-class community, which offered approximately 70
extracurricular activities. Within this community, there were a few affluent
families. In addition, some families were exempted from paying school fees.
Journal for New Generation Sciences: Volume 11 Number 1
4. This school demonstrated the characteristics of leaderful schools and showed
that the principal was an exemplary principal who placed a high premium on
creating a conducive, collective practice in which each role player's potential
contribution was acknowledged (Raelin, 2003:206). His leadership displayed
the following characteristics: purposive and flexible leadership; a focus on
teacher and learner performance; teachers and learners' commitment to
work; a safe and organisationally functioning school context; a culture of care
and concern in the school; and a positive relationship with the parents and the
community.
Data in the study were collected conducting a semi-structured interview with
the principal six months after his retirement. A follow-up interview was
conducted and telephone calls made to clarify certain issues. The interviews
lasted approximately two hours. The rationale for focusing on the exemplary
principal who retired was that after retirement he would be in a better position
to reminisce about his whole career and would have a more objective
perspective of his leadership approach. A focus group of six teachers, who
were staff members at the time of his principalship, was also formed and the
interview lasted an hour and a half. Field notes were taken during these
interviews.
Where appropriate, data from previous studies were included to enhance the
richness of the study. The trustworthiness of the data was attained by
including different data collection methods and by comparing evidence from
the last interviews conducted for previous studies within the school (Muijs,
Ainscow, Dyson, Raffo, Goldrick, Kerr, Lennie & Miles, 2010:145). Although
that is not the purpose of some of the previous studies in the school, the
leadership role of the principal in all these studies was prominent. Ethical
measures included requesting participants' willing participation, treating the
participants in a humane way, and obtaining the informed consent (Johnson &
Christensen, 2008:109) of every participant before the interviews were
conducted. I sent transcripts of these interviews via e-mail to participants in
the study to ensure accuracy of the data collected (Kelly & Saunders,
2010:128).
Social constructivism regards leadership as a social construct because it
develops over a period through interaction with individuals (Ladkin, 2010:21).
It is therefore considered a subjective experience that is significantly
influenced by both context and culture. Focusing on the leaderful practice of a
principal and on a social constructionist approach to leadership, it could
uncover sense-making and relational aspects of a principal's leadership.
For the purpose of this study, the particular interviews were tape-recorded,
transcribed verbatim and translated, considering the English idiom. The focus
group interview with teachers was conducted in the natural habitat of the
participants, while the interviews with the principal were conducted at the
school where the principal had taken up another post (not as a principal).
107
5. 108
A literature control provided a benchmark for comparing and contrasting the
findings of this study to other findings. In the data analysis, I used vivo coding
in the themes to “prioritize and honor the participant's voice” in the study
(Saldaňa, 2009:74) while the conceptual framework regarding the leaderful
practice model of Raelin (2003) provided a suitable way of analysing the data
collected.
4. FINDINGS
In line with the studies of Gurr et al. (2006) and Drysdale et al. (2009), this
study showed strong evidence that the school improved its performance. The
following leadership attributes were identified: strong leadership, shared
leadership, relationship-building, strong sense of purpose, and a focus on
continuous development. Guided by the leaderful practice model of Raelin
(2003), the following valuable statements were identified in the study: “It is
passion that makes people succeed in life”; “It isn't my school, it's our school”;
and “Development has to be an integral part of education”.
4.1 “It is passion that makes people succeed in life”
The principal's caring attitude, availability and strong presence at every level
of the school stood out as exemplary. The principal knew the direction he
would like the school to take and had a strong view of the school's future. The
principal's personal philosophy regarding visibility was described in a case
study by Steyn (1994), confirmed in another case study by Steyn (2006). This
philosophy was based on an anecdote about President Paul Kruger: “The eye
of the farmer keeps the cattle fat”. He regarded this approach as a suitable
strategy to acquire first-hand information about the school and used these
opportunities to be “among people”. This approach also allowed him to see
what was happening in the school, which required his attention, for example, a
leaking tap or a crying child. He regarded this approach as a “big truth” – “It's a
very small thing, perhaps even insignificant – small things that people
overlook.”
According to the principal and his staff members, his success was based on
his love for children and respect for all other people. One teacher said: “The
principal was always there for us. He was not behind a closed door, and (he)
knew how to work with people. He succeeded in making a person comfortable
… he felt like one of us.”
The principal's caring attitude towards people was expressed in the following
way: “I think I'm very people oriented … had compassion for people and I had
the right calling.” He believed that he “was extra blessed with a great love for
children … it's something that has been given to me from above”. As such, he
believed that his "secret" was that God worked largely through him. He
acknowledged that principalship was “not an easy job; it's really difficult” and
that without God's guidance, he would not have been successful.
Journal for New Generation Sciences: Volume 11 Number 1
6. The principal regarded a passion for education as the one characteristic
necessary for being successful in education.
It is passion that makes people succeed in life … When people are passionate
about what they do about 99.9% of the time, they are successful … They
[people] die inside because they do not enjoy what they are doing, and they
also make the people around them die.
Throughout his career, the principal constantly reminded staff that they were
working in paradise. One of the teachers in the focus group interview
confirmed it: “In doing this (creating a school environment conducive to
creating leaders) he tried to create a safe harbour in the school ... He reminded
the staff that if it were not for the children, they would not be there.” He
criticised the private sector for not focusing on people, but on production only.
In schools, the question that should be asked is whether it is about people or
products For him, “people need to be happy at a place; staff should be happy;
children should be happy”.
The principal emphasised the need for a positive attitude towards education
and was of the opinion that if teachers came to school with a "song" in their
hearts, it would be possible to “take people with them along the road”. He said:
They [such teachers] excite others – those people are medicine for the
profession … the sparkling wine of the organisation … I'm increasingly
beginning to realise that the people who really make a success of everything
[are the ones] with a heart… Your heart must be in it.
Similar to the findings of a study by a US principal (Jacobson et al., 2005:614),
the principal in this study encouraged teachers to approach him with their
personal and professional problems, as he valued and cared about them as
human beings. He was also never too busy to listen to the needs and concerns
of all individuals in the school.
As can be seen from the above, the principal revealed characteristics such as
passion, integrity, love for people (particularly for learners), humbleness,
sensitivity, enthusiasm and persistence, all of which firmly tie in with the tenet
of a compassionate, leaderful manager (Raelin, 2003:16). Compassionate
and caring principals focus on the needs of followers, and inspire and motivate
them by making their work meaningful and engaging their followers through a
profound commitment that aims to benefit both the person and the
organisation (Printy, 2010:117). They acknowledge that care extends beyond
good interpersonal relationships with followers and as a result, they move
beyond self-care and demonstrate a sincere interest in the development and
welfare of others (Printy, 2010:117). These leaders also recognise that
schools should not merely focus on learner performance, but that they should
be places where creativity and human imagination can be employed to
transform the world (Dantley, 2005:40).
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7. 110
By implication, this means that a school environment needs to be created
where people work together towards a common goal.
4.2 “It isn't my school, it is our school”
Since receiving the inviting school award in 1993, the principal had a clear
vision of invitational education. The principal was of the opinion that once a
school had succeeded in receiving the prestigious award, it became
increasingly important to continue showing what it meant to be an inviting
school. He nevertheless acknowledged the support of his staff who gave him
the opportunity to do what he was passionate about: inculcating moral and
spiritual values in the learners and their education.
At the beginning of his leadership career, the principal did not regard his own
leadership as important; however, in the course of his career he became very
interested in leadership and even enjoyed it. According to the leaderful
practice model, personal awareness of a leader's abilities is required in
developing a community of practice (Raelin, 2003:60). Based on previous
studies (Steyn, 2007; Steyn, 2009a; Steyn, 2010a; Steyn, 2010b), the
principal acknowledged how Maxwell's presentation on the 21 laws of
leadership was his wake-up call and changed his way of thinking. Although he
developed his leadership approach unintentionally, the first law (the Law of the
Lid) made him realise that if he did not develop himself sufficiently, the school
and staff would also not grow successfully. His professional growth was
necessary to empower others in the school. His idea was to empower people
beyond himself and he supported teachers in all their endeavours.
The principal confirmed the importance of a principal's personal growth as
indicated in previous studies (Steyn, 2006; Steyn, 2007; Steyn, 2009a; Steyn,
2009b; Steyn, 2010b) and explained his attitude towards leadership
development. He stated:
The whole thing is self-development – that's the most important. If you are not
growing, you are dying ... You yourself must grow … You have a responsibility
towards the people under you to grow ... You must search, you must do
research, you must listen, you must look, you must attend courses.
The principal believed that “the secret to the success of any business is
ownership”. He explained it as follows:
One of the most important things is for all role players to accept ownership –
and you [as the principal] must think of very fine methods to develop joint
responsibility. Children should have the privilege to be able to have a say in the
management of a school. Parents should have the privilege ... I never spoke of
my school – it isn't my school ... it's our school … I think everyone has an
unbelievable say and value … “If you are not able to take the people with you
then you are going to lose …
Journal for New Generation Sciences: Volume 11 Number 1
8. Do not move too far ahead of them … ensure that you are among them.
The principal facilitated teamwork and collaboration opportunities to reduce
teacher isolation. For him a general principle in shared leadership was to “start
trusting and using people”. He empowered many people whom he believed
were his “superiors” in many areas and whose expertise made him “strong”.
He “gave people the freedom to be themselves and to grow and do what they
enjoyed”. The principal therefore succeeded in conveying high expectations
of teacher performance.
Consistent with a leaderful practice, the principal's approach to decision-making
111
was democratic and collaborative (Raelin, 2003:15). Collaborative
leaders acknowledge that everybody is important and that they can make a
significant contribution (Raelin, 2003:16). The principal also encouraged
teachers to be leaders at all levels in the school (Drysdale et al., 2009:702),
and even allowed them to be empowered beyond himself. In collaborative
leadership, all stakeholders participate in joint decision-making where their
potential is utilised to create and enhance the quality of education in the school
(Singh, 2005:11). For the sake of quality education, collaborative leadership
requires careful nurturing by principals who lead the change process, and this
implies continuous development.
4.3 “Development has to be an integral part of education”
In various studies conducted at the school, the principal's focus on school and
professional development was a recurring theme. The principal promoted
development among staff and acted as a role model in view of his own
development as indicated above. It was evident that the number of school-based
development opportunities had increased during his principalship.
Areas in which changes occurred included, inter alia, a change in the reward
system for learners and teachers; a whole year's focus on inculcating a
positive attitude to life; inculcating a value system; and including continuous
improvement as a standing item on the agenda of the weekly school
management team meetings. The principal constantly had high expectations
of his staff and learners, and helped them attain those expectations by
identifying ways to develop their potential. He confirmed his stance on
continuous development in the last interview: “Many [organisations], schools
especially, don't realise that development has to be an integral part of the
whole staff's personal development”. He acknowledged the need for
meetings, but such meetings should not focus only on “maintenance”. He
suggested: “You must empower your people, you must send them on the best
courses, you must buy the best-quality material in the world and you
sometimes have to almost force them [to attend].”
The principal's justification to develop staff, was because little, if any, growth
occurred in schools. According to him, the only difference between
photographs of schools taken 50 years ago and taken presently would be the
“colour of the photo”.
9. 112
He was of the opinion that much research had been conducted and many
changes had occurred in society, which he believed should change the
approach to children and the methodology in classrooms. “So the [main] thing
is to keep up ... I know that what works in place A will not necessarily work in
place B, but you must find out what's important for you, in your [school]
environment.”
What concerned the principal most was the emphasis on school performance
only. He explained:
I'm talking about mental fitness ... We encourage children to aim for so many
distinctions, we make them into cultural champions ... We do well in the
sporting arena. But when a child is growing up, this stuff is actually worth
nothing. Then your spiritual qualities, the value system that was inculcated in
you starts.
The school provided ample opportunities for teacher and leadership
development. By reorganising the annual school programme, the principal
provided opportunities for staff each morning to collaborate and share
professional experiences. As in the case of other studies (Jacobson et al.,
2005:616; Gurr et al., 2006:376; Reyes & Wagstaff, 2005:111), the influence of
daily opportunities for development and teacher leadership was evident in
decreased isolation and improved communication between teachers. Apart
from these development opportunities, the principal invited expert facilitators
or showed DVDs to develop the staff's professional skills. He also addressed
the professional needs of individual staff members by sending them on
appropriate professional development (PD) workshops. The school budgeted
annually for such workshops.
As mentioned before, the school was successful academically as well as in
numerous cultural and sporting activities. Although the principal believed in
celebrating a school's successes, he provided a stern warning:
If you've achieved something or you've won, celebrate. Light the braai fire, but
don't sit for too long, because while you're celebrating, others may be busy
running past you. Then you start falling behind. I think a person has a huge
responsibility to keep up the continuity, to develop, grow and learn. So lately,
this has become quite important for me.
Leaving a legacy after retirement was essential to the principal. The principal
recalled a seminar presented by John Maxwell on which Maxwell indicated
that he took the blame for the collapse of his first congregation after he had left.
From the principal's own viewpoint, he realised early in life that he had to build
up a legacy, “a sort of heritage”. He elaborated:
If you leave and the place collapses, then it's your fault. So what happens
when you're not there? That's important to me.
Journal for New Generation Sciences: Volume 11 Number 1
10. The greatest gift that I could have given to the school was that I could establish
a place, and it's been doing better since I left.
To move from self-awareness to self-leadership and team leadership is
another prerequisite of a leaderful practice (Raelin, 2003:65), which is
confirmed by the findings. Once self-leadership has been mastered, leaders
are in the position to model the behaviour to others (Raelin, 2003:65). This
implies that a “learning component”, which includes knowledge and skills, is
required for a leaderful practice to be realised (Raelin, 2003:71). The findings
are also in line with those of similar international studies (Gurr et al., 2005:545;
Raihani, 2008:493; Höög et al., 2005:604).
5. CONCLUSION
This study shows the contribution of one school principal in creating a
leaderful practice. The findings indicate how this principal managed to
establish and maintain a sense of direction for the school and how he had a
positive influence on his followers. He succeeded in sharing his leadership
with staff but, more importantly, he empowered them to lead the school to a
higher level of performance after he had left. By being an exemplar of passion,
this principal convinced role players of his commitment to make a difference in
the lives of others.
Embracing a leaderful practice takes time and requires that a principal
establishes a clear vision, optimism, and high performance expectations and
that he acts with care and integrity to broaden and nurture relations among all
role players. In line with Spillane (2005:143), the findings show that a principal
cannot “single-handedly lead schools to greatness” and that school success
depends on a concerted, collaborative and collective effort from all role
players. Moreover, a leaderful practice should not focus only on what
principals do to make schools leaderful, but more importantly, also on how and
why this needs to be done. It implies an improved conceptualisation of the
problems that contemporary principals have to face in complex learning
environments.
Although the particular context of the school in the study could be considered
more conducive to leaderful practice than other South African schools, the
findings may be relevant to the grave contemporary challenges of creating
leaderful South African school practices. However, more in-depth studies are
required to add significantly to the evidence of the effect of successful
leaderful practice on schools and the community, since critical research on
leaderful practice promises to meet the actual needs for school leadership in
current society.
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11. 114
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