emerging issues in educational leadership and managementAliza Zaina
Strategic leadership in education involves three key capabilities: thinking ahead to set a vision for transforming the education system to future needs, delivering within to manage performance and build organizational capabilities, and leading across to engage stakeholders in the transformation process. Effective strategic leaders are focused on the future, use evidence to inform decisions, can implement plans to achieve goals, open new possibilities, collaborate well with others, and act ethically. Globalization and a focus on productivity and quality are also important considerations for modern educational leadership.
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.
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.
The document discusses 6 major models of educational management: formal, collegial, political, subjective, ambiguity, and cultural. Each model has distinct features and assumptions about how organizations function. For example, the formal model views organizations as hierarchical systems pursuing rational goals, while the collegial model emphasizes shared power and consensus decision-making. The cultural model focuses on the shared values, beliefs, and symbols that comprise an organizational culture. Overall, the models provide different lenses for understanding leadership and management in educational institutions, though no single model can fully capture the complexity of these organizations.
What's Leadership? a brief history of theories and concepts.Wendy Schultz
This document discusses the history and evolution of leadership theories in the 20th century. It covers early theories like great man theories and trait theories. It then analyzes later contingency theories and excellence theories. Alternative theories emerged that incorporated perspectives from other fields like anthropology, history and political science. Breakthrough theories included Burns' transformational leadership and Greenleaf's servant leadership. The document also examines changing definitions of leadership over time and compares different models of leadership proposed by scholars.
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 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.
This document summarizes a presentation on organizational development and leadership effectiveness given by Adrian James A. Briones and Catherine S. Villanueva. It covers the following key points:
1. The presentation discusses reasons for organizational change including remaining competitive and responding to crises. It also covers types of organizational change like evolutionary and revolutionary change.
2. Models of organizational change are presented including Lewin's three-stage model of unfreezing, movement, and refreezing as well as Kotter's eight-step model. Managing resistance to change through various approaches is also covered.
3. For organizations to adapt to constant change, renewal is needed. This involves analyzing the organization, anticipating changing patterns
emerging issues in educational leadership and managementAliza Zaina
Strategic leadership in education involves three key capabilities: thinking ahead to set a vision for transforming the education system to future needs, delivering within to manage performance and build organizational capabilities, and leading across to engage stakeholders in the transformation process. Effective strategic leaders are focused on the future, use evidence to inform decisions, can implement plans to achieve goals, open new possibilities, collaborate well with others, and act ethically. Globalization and a focus on productivity and quality are also important considerations for modern educational leadership.
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.
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.
The document discusses 6 major models of educational management: formal, collegial, political, subjective, ambiguity, and cultural. Each model has distinct features and assumptions about how organizations function. For example, the formal model views organizations as hierarchical systems pursuing rational goals, while the collegial model emphasizes shared power and consensus decision-making. The cultural model focuses on the shared values, beliefs, and symbols that comprise an organizational culture. Overall, the models provide different lenses for understanding leadership and management in educational institutions, though no single model can fully capture the complexity of these organizations.
What's Leadership? a brief history of theories and concepts.Wendy Schultz
This document discusses the history and evolution of leadership theories in the 20th century. It covers early theories like great man theories and trait theories. It then analyzes later contingency theories and excellence theories. Alternative theories emerged that incorporated perspectives from other fields like anthropology, history and political science. Breakthrough theories included Burns' transformational leadership and Greenleaf's servant leadership. The document also examines changing definitions of leadership over time and compares different models of leadership proposed by scholars.
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 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.
This document summarizes a presentation on organizational development and leadership effectiveness given by Adrian James A. Briones and Catherine S. Villanueva. It covers the following key points:
1. The presentation discusses reasons for organizational change including remaining competitive and responding to crises. It also covers types of organizational change like evolutionary and revolutionary change.
2. Models of organizational change are presented including Lewin's three-stage model of unfreezing, movement, and refreezing as well as Kotter's eight-step model. Managing resistance to change through various approaches is also covered.
3. For organizations to adapt to constant change, renewal is needed. This involves analyzing the organization, anticipating changing patterns
This document discusses managing the curriculum at the micro level. It examines the roles of district officials, principals, and teachers in effectively implementing a new curriculum. District officials must first manage the change when a new curriculum is introduced by preparing principals and teachers through their involvement. They must also train principals in the new curriculum and monitor/support them. Principals and teachers roles include coordinating curriculum implementation at the school level, ensuring policy implementation, staff development, and resource management. Effective curriculum management requires skills in areas like curriculum leadership, communication, and vision setting.
This document discusses the nature of leadership. It defines leadership as an influence process where an individual gains the trust and commitment of others to accomplish tasks without relying on formal authority. Good leaders are made, not born, through continual self-study, training, and experience. Common attributes of effective leaders include technical competence, conceptual skills, a proven track record, strong people skills, the ability to identify and develop talent in others, good judgment, and strong character. The document also debunks some common myths about leadership, such as the ideas that leaders are born rather than made, that leadership only exists at the top of an organization, or that the role of a leader is to control rather than empower others.
School Human Resource Management (SHRM)
SHRM are strategies of allocating and maximizing the utilization of available human resource (human skills) in the most effective manner among various tasks to achieve School goals and..to performing the activities that are necessary in the
maintenance of that workforce within the
School.
This document outlines a 6-step framework for transformational leadership presented by Dr. Val Margarit. The steps include knowing yourself and your values, understanding different mindsets and that leadership is a process, assessing your current leadership level, identifying characteristics of transformational leaders, and key traits such as self-confidence, humility, and emotional intelligence. The overall message is that transformational leaders help people achieve their full potential through developing relationships, credibility, and shared values and causes.
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
classical and contemporary theory of educational administrationLayAnnMadarcos1
This short slide presentation helps you gain a deeper understanding of Classical and Contemporary Theories of Educational Administration. The content of this presentation was mostly from different authors.
General Systems Theory proposes that organizations can be understood as open systems that import and export resources with their environment. Key concepts of the theory include synergy, interdependence, and interconnections between organizational subsystems and with the external environment. The theory aims to provide a framework for describing and explaining organizational behavior rather than prescribing specific practices. Contingency Theory extended Systems Theory by proposing that there is no single best way to structure an organization and that the appropriate structure depends on environmental factors and conditions.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
Society and social factors have an influence on education. The document discusses how sociology examines the relationship between society and education, exploring social issues and problems that impact the education system. Values learned from society can also shape the education process.
The document discusses shared leadership, which involves distributing leadership among team members rather than having a single leader. It provides examples of benefits like deeper communication, shared purpose, and social support, as well as potential challenges like longer decision-making and shared blame. The document also outlines prerequisites for shared leadership, like commitment from senior leadership, and ways to implement it through transformation of mindsets, organizational structures, and culture.
The document discusses the system theory, which views organizations as complex systems made up of interconnected subsystems. It defines key aspects of the system theory, including that organizations rely on synergy between subsystems like departments and employees. The premises of system theory are explained, noting organizations function like living organisms through interdependent subsystems working together. Characteristics of system theory focus on communication, boundaries, and organizations being goal-directed. Advantages include a broad theoretical view of organizations and dealing with complexity, while disadvantages are a lack of focus on specific tasks and interpersonal relationships. Modern organizations apply system theory to measure performance and interactions between individuals and departments.
There are three main types of education administration: preschool, elementary/secondary school, and college/university. Preschool administration typically involves a single director who oversees the curriculum, finances, and staffing. Elementary/secondary school administration is led by a principal who represents the school and supports student achievement. College/university administration has a larger scope and is headed by a president and governing body who manage finances, projects, and academic programs. Specific roles include department deans and administrators who ensure policies are implemented.
This document discusses the concept and process of educational planning. It defines educational planning as setting out strategies, policies, and standards in advance to achieve educational objectives. The key characteristics of educational planning are that it is logical, systematic, scientific, progressive, mission-oriented, and future-oriented. The main objectives of educational planning are universalizing education, vocationalizing education, and achieving economic upliftment and poverty eradication while preserving cultural heritage. The main steps in educational planning are policy making, plan formulation, and plan implementation.
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
Human resource management in education is very important and toy with it would result in jeopardy. Human resources are the key to rapid socio-economic development and efficient service delivery. This is because education personnel’s are the major instrument for achieving educational goals and consequently, national development.
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.
Financial management, school leadership, similarities and dissimilartiesSangeenMuhammad
This document discusses finance, financial management, leadership, and school leadership. It begins by defining finance and the different types of finance. It then discusses what financial management is and what it involves, including budgeting, forecasting, cash management, investment analysis, and funds management. The document also discusses financial management specifically in education. It explores different leadership styles like transformational, charismatic, visionary, transactional, autocratic, affiliative, democratic, and laissez-faire leadership. Finally, it discusses principles of school leadership and the roles and responsibilities of school heads as educational leaders.
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.
The document discusses key concepts related to educational administration and organizational behavior including:
1. Schools are social systems with boundaries, elements, and activities that interact within the system and with the environment.
2. Organizational structure refers to the division of labor and relationships within a school including lines of authority.
3. Governance and decision making involve multiple levels from national policy to school implementation with the principle of shared governance.
Transformational leadership theory aims to inspire followers to accomplish more than expected by raising morale and motivating followers to consider group goals over self-interest. The theory was first proposed in the 1970s and further developed by Bass in the 1980s, identifying four components of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Transformational leadership can increase performance, job satisfaction, and develop future leaders compared to transactional leadership. However, it also lacks conceptual clarity and depends on the ability of leaders to demonstrate transformational behaviors.
Transformational leadership is a leadership style that inspires followers to accomplish more than expected through motivation. It believes in raising followers to higher levels of motivation and morality. There are 4 components of transformational leadership: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. Transformational leadership can transform organizations by implementing a clear vision and inspiring passion throughout the organization. It focuses on developing future leaders and improving performance through motivation rather than negative reinforcement.
This document discusses managing the curriculum at the micro level. It examines the roles of district officials, principals, and teachers in effectively implementing a new curriculum. District officials must first manage the change when a new curriculum is introduced by preparing principals and teachers through their involvement. They must also train principals in the new curriculum and monitor/support them. Principals and teachers roles include coordinating curriculum implementation at the school level, ensuring policy implementation, staff development, and resource management. Effective curriculum management requires skills in areas like curriculum leadership, communication, and vision setting.
This document discusses the nature of leadership. It defines leadership as an influence process where an individual gains the trust and commitment of others to accomplish tasks without relying on formal authority. Good leaders are made, not born, through continual self-study, training, and experience. Common attributes of effective leaders include technical competence, conceptual skills, a proven track record, strong people skills, the ability to identify and develop talent in others, good judgment, and strong character. The document also debunks some common myths about leadership, such as the ideas that leaders are born rather than made, that leadership only exists at the top of an organization, or that the role of a leader is to control rather than empower others.
School Human Resource Management (SHRM)
SHRM are strategies of allocating and maximizing the utilization of available human resource (human skills) in the most effective manner among various tasks to achieve School goals and..to performing the activities that are necessary in the
maintenance of that workforce within the
School.
This document outlines a 6-step framework for transformational leadership presented by Dr. Val Margarit. The steps include knowing yourself and your values, understanding different mindsets and that leadership is a process, assessing your current leadership level, identifying characteristics of transformational leaders, and key traits such as self-confidence, humility, and emotional intelligence. The overall message is that transformational leaders help people achieve their full potential through developing relationships, credibility, and shared values and causes.
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
classical and contemporary theory of educational administrationLayAnnMadarcos1
This short slide presentation helps you gain a deeper understanding of Classical and Contemporary Theories of Educational Administration. The content of this presentation was mostly from different authors.
General Systems Theory proposes that organizations can be understood as open systems that import and export resources with their environment. Key concepts of the theory include synergy, interdependence, and interconnections between organizational subsystems and with the external environment. The theory aims to provide a framework for describing and explaining organizational behavior rather than prescribing specific practices. Contingency Theory extended Systems Theory by proposing that there is no single best way to structure an organization and that the appropriate structure depends on environmental factors and conditions.
This document discusses school leadership in the context of a School-Based Management (SBM) environment. It outlines 10 principles of effective school leadership, including setting accountable goals, ensuring jobs are understood and accomplished, and developing teamwork. The roles and functions of school heads as educational leaders are also described, such as setting the vision and curriculum, and creating an environment conducive to teaching and learning. Different levels of school leadership maturity are identified from standard to progressive to mature. The challenges of collective responsibility and utilizing skills in communication, collaboration, and community building are also highlighted.
Society and social factors have an influence on education. The document discusses how sociology examines the relationship between society and education, exploring social issues and problems that impact the education system. Values learned from society can also shape the education process.
The document discusses shared leadership, which involves distributing leadership among team members rather than having a single leader. It provides examples of benefits like deeper communication, shared purpose, and social support, as well as potential challenges like longer decision-making and shared blame. The document also outlines prerequisites for shared leadership, like commitment from senior leadership, and ways to implement it through transformation of mindsets, organizational structures, and culture.
The document discusses the system theory, which views organizations as complex systems made up of interconnected subsystems. It defines key aspects of the system theory, including that organizations rely on synergy between subsystems like departments and employees. The premises of system theory are explained, noting organizations function like living organisms through interdependent subsystems working together. Characteristics of system theory focus on communication, boundaries, and organizations being goal-directed. Advantages include a broad theoretical view of organizations and dealing with complexity, while disadvantages are a lack of focus on specific tasks and interpersonal relationships. Modern organizations apply system theory to measure performance and interactions between individuals and departments.
There are three main types of education administration: preschool, elementary/secondary school, and college/university. Preschool administration typically involves a single director who oversees the curriculum, finances, and staffing. Elementary/secondary school administration is led by a principal who represents the school and supports student achievement. College/university administration has a larger scope and is headed by a president and governing body who manage finances, projects, and academic programs. Specific roles include department deans and administrators who ensure policies are implemented.
This document discusses the concept and process of educational planning. It defines educational planning as setting out strategies, policies, and standards in advance to achieve educational objectives. The key characteristics of educational planning are that it is logical, systematic, scientific, progressive, mission-oriented, and future-oriented. The main objectives of educational planning are universalizing education, vocationalizing education, and achieving economic upliftment and poverty eradication while preserving cultural heritage. The main steps in educational planning are policy making, plan formulation, and plan implementation.
Instructional leadership encompasses actions that principals take to promote student learning growth. It includes defining the school's purpose, setting goals, providing resources for learning, supervising teachers, coordinating staff development, and creating collaborative relationships among teachers. Research shows that instructional leadership has significant positive effects on student achievement. Principals play a key role as instructional leaders by setting the school vision, acting as an instructional resource, and ensuring a supportive environment for teaching and learning.
Human resource management in education is very important and toy with it would result in jeopardy. Human resources are the key to rapid socio-economic development and efficient service delivery. This is because education personnel’s are the major instrument for achieving educational goals and consequently, national development.
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.
Financial management, school leadership, similarities and dissimilartiesSangeenMuhammad
This document discusses finance, financial management, leadership, and school leadership. It begins by defining finance and the different types of finance. It then discusses what financial management is and what it involves, including budgeting, forecasting, cash management, investment analysis, and funds management. The document also discusses financial management specifically in education. It explores different leadership styles like transformational, charismatic, visionary, transactional, autocratic, affiliative, democratic, and laissez-faire leadership. Finally, it discusses principles of school leadership and the roles and responsibilities of school heads as educational leaders.
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.
The document discusses key concepts related to educational administration and organizational behavior including:
1. Schools are social systems with boundaries, elements, and activities that interact within the system and with the environment.
2. Organizational structure refers to the division of labor and relationships within a school including lines of authority.
3. Governance and decision making involve multiple levels from national policy to school implementation with the principle of shared governance.
Transformational leadership theory aims to inspire followers to accomplish more than expected by raising morale and motivating followers to consider group goals over self-interest. The theory was first proposed in the 1970s and further developed by Bass in the 1980s, identifying four components of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Transformational leadership can increase performance, job satisfaction, and develop future leaders compared to transactional leadership. However, it also lacks conceptual clarity and depends on the ability of leaders to demonstrate transformational behaviors.
Transformational leadership is a leadership style that inspires followers to accomplish more than expected through motivation. It believes in raising followers to higher levels of motivation and morality. There are 4 components of transformational leadership: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. Transformational leadership can transform organizations by implementing a clear vision and inspiring passion throughout the organization. It focuses on developing future leaders and improving performance through motivation rather than negative reinforcement.
The document discusses various barriers to effective communication at different levels - physical, semantic, socio-psychological, organizational, and cross-cultural. It provides examples of different types of barriers such as noise, language differences, attitudes, organizational structure. Some ways to overcome barriers mentioned are using simple language, active listening, understanding different cultural perspectives, and creating an open and trusting environment.
This document defines transformational leadership and describes its key aspects. Transformational leaders inspire and motivate followers to achieve extraordinary goals and develop their own leadership skills. They do this by responding to individual needs and empowering followers. The document outlines James MacGregor Burns' and Bernard Bass' theories on transformational leadership. It describes the four components of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Benefits include developing future leaders and innovations, while limitations include lacking conceptual clarity and depending on the leader's abilities.
Leadership refers to the ability of an individual to influence others towards achieving a common goal. Effective leadership involves both managing tasks and developing relationships. There are various leadership styles such as authoritarian, democratic, and laissez-faire that differ in how decisions are made and involvement of group members. A leader's effectiveness also depends on contingencies like the situation and maturity of followers.
Learn what transformational leadership is, the qualities of a transformational leader, how they transform themselves, others, organizations, the world! Discover the impact that your being a transformational leader can have on bringing about a change in the world that we need to see that is in the best interest of everyone, a moral change.
This document discusses formal and informal communication networks. Formal networks follow rigid vertical authority chains, are task-focused, and structure most modern organizations. Informal networks are free-flowing, can skip levels, satisfy social needs, and are more trusted by employees. Both network types are important for groups to function, with informal networks existing alongside and within formal structures. Understanding different network types facilitates effective communication within organizations.
There are several leadership styles that can be adopted in different situations: autocratic, bureaucratic, democratic, and laissez-faire. The autocratic style involves a leader retaining power and authority without staff input, while bureaucratic leadership manages through procedures and rules. Democratic leadership encourages staff participation in decision-making. Laissez-faire provides little direction from the leader and gives staff freedom. The most effective style depends on factors like the manager's background, the staff being managed, and the organization.
The document summarizes several theories of leadership:
1. Great Man Theory and Trait Theory propose that leaders are born with innate qualities and traits. Behavioural theories focus on identifying specific leadership behaviors.
2. Contingency theories emphasize that leadership effectiveness depends on factors like the leader's style and qualities matching the demands of the situation. Fiedler's contingency model and Hersey-Blanchard's situational leadership theory are discussed.
3. Other theories covered include path-goal theory, leader-member exchange theory, and Vroom-Yetton decision making model. Overall, the document provides an overview of several prominent leadership theories from different eras.
Transactional and transformational leadership(1)jjadhav1972
I apologize for any confusion, as an AI assistant I do not have a personal leadership style. I was created by Anthropic to be helpful, harmless, and honest.
This document provides an introduction to the course EDA 811: Concept and Theories of Educational Administration and Planning offered by the National Open University of Nigeria. The course is a core 2-credit course for students pursuing a M.Ed in Administration and Planning. The course aims to expose students to key concepts and theories in educational administration and planning to help them better perform administrative roles in educational settings. The 19 units will cover topics such as the nature of administration, organizational principles and theories, decision making, school administration, educational planning approaches, and the administration of education in Nigeria. Upon completing the course, students should have an understanding of important concepts and theories and be able to apply them to practice administrative tasks and roles in education.
The document discusses the four main types of communication: verbal communication, non-verbal communication, written communication, and visual communication. It provides details on each type, including that verbal communication involves speaking, non-verbal communication is physical ways of communicating without words, written communication includes business letters and newsletters, and visual communication displays information visually through images, signs, and electronic forms like video. The document also shares information on specific communication methods like public speaking, body language, email, and the internet.
Renegotiating institutional autonomy and public accountabilitydvndamme
This document discusses the future of quality assurance in higher education. It outlines achievements of quality assurance systems, risks they now face, and prospective strategies to address challenges. Quality assurance was introduced to balance institutional autonomy and public accountability, but tensions have emerged as different rationales like policy, markets, and academia have developed in antagonistic ways. Strategies proposed include making quality assurance a driver of innovation again to focus on what is relevant to stakeholders, positively recognize institutional diversity, and invest in building trust.
Innovative Education Management proposes developing Individual Learning Plans for every student to better prepare them for today's competitive job market. These plans would be created by students, parents, and educators to reflect each student's strengths and interests, and would be evaluated throughout their education. The goal is to produce graduates with critical thinking skills and the necessary skills to succeed in today's workforce. This approach aims to address employers' concerns that many graduates lack basic skills and schools' over-emphasis on standardized testing over skill development.
A Review Of Transformational Leadership ModelsRobert Marbun
The document discusses four leadership theories (charismatic, transformational, transactional, and Schein's organizational culture model) and their relationship to the Scholarship/Practice/Leadership (SPL) model. It describes the key components of each leadership theory, including their similarities and differences. It then explains how each theory fits within the three components of the SPL model, which emphasizes scholarly, practical, and leadership perspectives. The theories are analyzed in terms of how leaders can apply critical thinking (scholarship), connect research to practice, and accomplish goals (leadership).
The Effect of Transformational Leadership on Market Orientation, Learning Ori...IOSR Journals
The study is aimed at examining the Effect of Transformational Leadership on Market Orientation, Learning Orientation, Organization Innovation and Organization Performance of the Star-Rated Hotels in Central Java Province. The research samples cover 110 Marketing Managers of the Star-Rated Hotels in Central Java Province. Sample determination applies totals sampling or population sampling in which all members of the population are used as research samples and its Marketing Manager as the respondent represents every star-rated organization/hotel. In examining the established model relationship, the data are analyzed by using Structural Equation Modeling (SEM). The results reveal: Transformational Leadership does not give significant effect on Organization Performance; Transformational Leadership gives significant effect on Market Orientation; Transformational Leadership gives significant effect on Organization Innovation; Transformational Leadership gives significant effect on Learning Orientation; Market Orientation does not give significant effect on Organization Performance; Market Orientation gives significant effect on Organization Innovation; Market Orientation does not give significant effect on Learning Orientation; Learning Orientation gives significant effect on Organization Innovation; Learning Orientation does not give significant effect on Organization Performance; and Organization Innovation gives significant effect on Organization Performance.
The document defines conflict and discusses its nature. It provides definitions of conflict from various scholars and defines the five modes of responding to conflict situations according to Thomas Kilmann: competing, accommodating, avoiding, collaborating, and compromising. It also discusses functional and dysfunctional conflict, types of conflict, and positive and negative aspects of conflict. Finally, it outlines the 7 steps to conflict resolution and some key points to remember when resolving conflicts.
This document discusses transformational leadership characteristics and provides tools for self-assessment. It defines transformational leaders as those who empower followers, develop them into leaders, and motivate teams to exceed expectations. Leaders are encouraged to do honest self-assessments by measuring themselves on behaviors like idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The document then provides questions to help leaders rate themselves on these behaviors and identify areas for growth and focus in the coming year.
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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.
The document discusses various leadership theories that have evolved over time:
1. Great Man theories proposed that great leaders are born with inherent leadership traits.
2. Trait theories similarly focused on identifying characteristics of leaders.
3. Behavioral theories shifted to the idea that leadership can be learned and emphasized observable behaviors.
4. Contingency theories proposed that leadership effectiveness depends on matching a leader's style to the situation.
5. Modern theories have focused more on relational aspects of leadership like influence, motivation, and communication between leaders and followers.
A Literature Review On Leadership Styles And ConflictJeff Brooks
This document provides an overview of a literature review on leadership styles and conflict. It discusses different leadership styles that have emerged over time based on a review of research articles and books. The key leadership styles mentioned are transformational and transactional leadership. Transformational leadership views leadership as a shared process that can transform individuals and organizations to greater heights. The document also discusses the evolution of leadership theories from the great man theory to more modern theories like transformational leadership. It provides context on behavioral and trait-based leadership theories from previous decades.
Theories Of Leadership And Leadership TheoriesKrystal Green
The document discusses and compares three popular leadership theories: situational leadership, trait theory, and transformational leadership. Situational leadership, developed by Hersey and Blanchard, focuses on altering leadership style based on the situation and development level of subordinates. Trait theory examines the characteristics and personality traits effective leaders possess. Transformational leadership centers on inspiring and motivating followers through empowerment and satisfaction.
Interview With Transactional LeadershipBarb Tillich
The document discusses transformational and transactional leadership styles. It provides examples of how the author has witnessed transactional leadership in their organization, focusing on tasks and rewards/punishments. The author believes their organization would benefit from more transformational leadership, which inspires employees and helps them achieve their potential. The author has been influenced by servant, transformational, and contingency leadership theories and hopes to implement more transformational techniques.
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Transformational Leadership: Leadership for Education
1. Running head: TRANSFORMATIONAL LEADERSHIP 1
Transformational Leadership: Leadership for Education
Su Tuan Lulee
Professor: Dr. Martha Cleveland-Innes
Prepared for Assignment 1
EDDE 804: Leadership and Project Management in Distance Education
Ed. D., Athabasca University
February 5, 2011
2. Running head: TRANSFORMATIONAL LEADERSHIP 2
Abstract
Different kinds of leadership theories have been proposed over time such as trait-based
leadership, emergent leadership, contingency leadership, complexity leadership, transactional
leadership, transformational leadership, and distributed leadership. Each theory has its influence and
value in an era in certain contexts. This paper argues that transformational leadership is the most
suitable style for leading formal academic institutions structured with the official internal and external
hierarchies. The argument is supported by (1) the moral foundation of the transformational leadership;
(2) proven validity from previous studies; and (3) evidences from the practices of the educational
leaders.
Key words: transformational leadership theory, educational leadership
3. Running head: TRANSFORMATIONAL LEADERSHIP 3
Transformational Leadership
During the past few decades, great organizational, societal and cultural changes have occurred.
Globalization and technology have caused a reorganization of the supply-chain and worker-chain with an
accompaniment of new forms of learning and knowledge sharing (Latchem & Hanna, 2001a). Free and
wide-spread information on the Internet challenges the traditional authority and the control over
knowledge of educators and leaders in administration as well as the way teachers and students interact
in the institutions. People are encouraged to question authority when necessary. The concept of “going
beyond one’s interests for the good of the organization” is no longer accepted unconditionally (Bass,
1999). The changes and challenges led to various explorations on leadership theory in seeking for
effective leadership models for the new era in which people ask for changes but do not have a clear track
for doing that. Leadership theories such as transformational leadership, distributed leadership, and
complexity leadership have been developed in an attempt to describe the new phenomena, predict what
will happen, and suggest strategies for effective leadership. Transformational leadership theory among
all the existing theories is the one that underscores the importance of changing the mindset of the
subordinators, building trust for the willingness to internalize organizational values, and encourage the
follower to become the leader. In today’s fast-changing environment of education, the problems people
confront often did not exist before. There is a greater need for everyone to respond to one’s unique
problems properly and timely instead of waiting for instructions from the supervisors. Transformational
leadership is needed for facilitating the capability.
Transactional Leadership vs. Transformational Leadership
Transformational leadership has been introduced after the research on behavioral leadership
such as great-man leadership and trait-based leadership that assumed that leadership is rooted in the
characteristics that certain individuals possess. James Burns (1978) first introduced two types of
4. Running head: TRANSFORMATIONAL LEADERSHIP 4
leadership styles: transactional and transformational leadership. Most of the traditional leaderships are
transactional leadership in which the leader and the follower work together under informal contracts.
The leader gives instructions to the follower about what they need to do and provides rewards when the
follower completes the instruction. The leader and the follower exchange resources to meet their own
self-interests. Distinct from transactional leadership, transformational leaders aim at inducing positive
change in individuals through articulating vision of the future that can be shared with peers and
subordinators, inspiring subordinators’ motivation, intellectually stimulate subordinates, and pay high
attention to individual differences among people (Bass, 1999; Lowe, Kroeck, & Sivasubramaniam, 1996).
The transformational leadership approach uplifts the morale, motivation, and morals of their followers
with the end goal of developing the follower into a leader (Bass, 1999).
Educators usually have higher academic qualification than the average people in their society.
They are expected to be intelligent while playing roles as moral models. Leading an institution that is
mainly formed by a group of educators to fulfill the missions of education requires a values-driven
approach (Latchem & Hanna, 2001b). Aitkin (1998) and Bass (1999) argued that if the power of the
educational leaders is to be used effectively, the leader (vice-chancellor) must “have a sense of mission,
an agenda, a vision … those attributes need to come from inside, not from the university itself … from
reflection and from one’s personal values.” (Aitkin, 1998, p. 123) Latchem and Hanna (2001c) also
highlighted that educational leaders should see themselves as educators who are capable of enabling
other team members to acquire and exercise the leadership skills. Drawing on these view points,
educational leaders can only achieve real and lasting commitment to change by adopting more of
transformational leadership approach and less transactional leadership approach. As noted by Sir John
Daniel: “I believe that a leader should spend more time crating meaning for people than making
decisions for them.” (Daniel, 2001. p. 143)
5. Running head: TRANSFORMATIONAL LEADERSHIP 5
Other Leadership Theories vs. Transformational Leadership Theory
Theories for emergent leadership and other leaderships based on the contingency theory have
shared a common assumption that there is no single correct leadership for all contexts and the best
leadership is defined by external factors such as the characteristics of the subordinators, the type of
work and the stress level in the organization. This situational perspective for adopting leadership has
influenced almost all modern theories of leadership (Envision Software, Inc., 2011 Jan. 21) including
transformational leadership. However, emergent leadership and other styles of leadership based on
contingency theory focus more on the leader’s ability to diagnose the competence and commitment of
the subordinators and respond accordingly (Latchem & Hanna, 2001b) without stressing the importance
of internal factors such as ideal, vision, mission, value, or motivation and individualized concerns. An
important constituent of educational leadership is missing from the leaderships with situational
perspective.
The same limitation exists in distributed leadership. Distributed leadership approach was
developed around four central ideas – leadership tasks and functions, task-enactment, social distribution
of task-enactment, and situational distribution of task-enactment (Spillane, 2004). The main examination
of distributed leadership is its practice distributed over leaders, followers and their situation and
incorporates the activities of multiple groups of individuals.” (Spillane, 2004) The ideal influence of the
leadership has not been brought to the up front of the theory.
Another theory of leadership that was introduced lately is that of complexity leadership theory.
Complexity leadership theory considers leadership to be a system function that enables adaptive action
in complex adaptive systems. This theory could be powerful in describing the leadership occurs in
informal learning environment such as self-organized learning communities and open learning. It is not
the intension of complexity leadership theory to describe the leadership in formal learning in official
6. Running head: TRANSFORMATIONAL LEADERSHIP 6
academic institutions that has official internal and external hierarchies on which this paper focuses.
The Importance of Moral Function
This paper argues that transformational leadership is more suitable for educational institutions
than the other leadership theories on the basis of three viewpoints: (1) the moral foundation of
transformational leadership; (2) proven validity from previous studies; and (3) evidences from the
practices of the educational leaders. I will elaborate these three viewpoints in the following paragraphs.
The underlying philosophy for participating in education, either as an educator or a student, is
the assumption that the capability of an individual is not solely inherent - individual has the ability to
learn. Through education, the abilities of an individual will grow. The higher the abilities grow, the better
the choices an individual can make. An individual can obtain greater power of control over one’s own
future through education. This is the belief that makes education worthwhile. The approach of
transformational leadership takes the assumption that people can and are willing to learn. Leaders are
therefore should communicate the values and visions with their subordinators and intellectually
stimulate their motivation so that the latter become willing to align self-interests with the organization’s
interests, internalize its values, and commit to the delivery of the missions. In addition, transformational
leadership theory highlights the necessity for the moral character of leaders and their concerns for self
and others, the morality of the processes of social ethical choices and action in which the leaders and
followers engage and collectively pursue (Bass & Steidlmeier, 1999). These are all essential qualities for
leading educational institutions.
Transformational leaders, in contrast to purely charismatic leaders who lead followers by
invoking blind obedience, discourage followers and facilitate the followers to become leaders. When
individuals have increased their intelligence and decision-making ability, they have also increased their
capability for taking actions to advance the quality of the group. Moreover, when the individuals have
7. Running head: TRANSFORMATIONAL LEADERSHIP 7
more power of control, the morality of process would be advanced and further support the distributive
justice that specify what individuals owe each other, what individuals owe to the group and what groups
owe to individuals. It follows that everyone has a kind of moral standing and the interests of at least a
minimum of altruism to help stakeholders to recognize the obvious benefits in fulfilling their goals. For
this, transformational leadership is needed in educational institution on which a moral foundation of
legitimate values must rest.
Validity
Transformational leadership style as a construct has been examined by several scholars (Avolio,
Bass, & Jung, 1999; Bass, 1995, 1999; Bass, Avolio & Goodheim, 1987; Bono & Judge, 2004; Ling, Simsek,
Lubatkin, & Veiga, 2008; Lowe, et al., 1996; Sosik, Avolio, & Kahai, 1997). Several questionnaires have
been used to measure the validity of different leadership styles, including transformational leadership,
such as the Multifactor Leadership Questionnaire (MLQ), the Leader Behavior Description Questionnaire
(LBDQ), and the Transformational Leadership Questionnaire (TLQ). In the meta-analytic review of the 39
MLQ literatures, Lowe et al. (1996) reported a wide range of observed validity coefficient between the
five scales of the MLQ and various measures of leadership effectiveness. Coefficients for the association
between leadership style and effectiveness were higher for transformational scales than for transactional
scales and a positive effect existed across studies between transformational leadership and effectiveness.
In addition, the study of Lowe et al. reported that transformational leadership behaviors were more
commonly observed in public organizations than in private ones. No difference in the pattern of
relationships between MLQ scales and effectiveness were observed in comparison to studies of high
level and low level leaders. Among all the criteria, charisma, the most commonly associated with a
generalized impression of transformational leadership, showed the strongest association with
effectiveness.
8. Running head: TRANSFORMATIONAL LEADERSHIP 8
Ling et al. (2008) found that transformational CEO plays an important role in promoting
corporate entrepreneurship and shaping the character of top management team in terms of behavioral
integration (quality and completeness of decision making), decentralization of responsibilities, risk-taking
propensity, and long-term compensation.
Implication for Practice
In additional to studies on construct validity, experts and leaders in education have expressed
positive supports for the adoption of transformational leadership. President of UNESO-COL
(Commonwealth of Learning) - Sir John Daniel, former Vice President of Athabasca University (the OU)
and the Vice-Chancellor of the UK Open University, described his leadership approaches as: “acted by
example to create goals implicitly”; “demonstrated the approach and style”; “interpret values”;
“openness and flexibility”; “encouraged those who were most ambitious for the OU”; and “looked for
commitment to the values, energy, enthusiasm, loyalty and credibility across the institution” (Daniel,
2001, in Latchem & Hanna (Eds.), pp. 143-146. Stress added by the author). The verbs he used revealed
his notion for transformational leadership. Hanna (2001), former Chancellor of the University of
Wisconsin-Extension in the US, shared his primary tasks for leading the institution including “provide a
more supportive environment”; “provide opportunities” for faculty and staff (p. 168); “broad-based
training and development opportunities for faculty”; and “develop a climate of communication,
interaction, and cross-programme and division activities” (p. 170). He suggested that leaders should
believe in the goals and purposes that transcend individuals: “Without ideals and purposes, actions are
meaningless.” (p. 172) Sir John Daniel and Hanna’s leadership practices value the transformational
approach.
Conclusions
It is important for educational leaders to lead the organization not based on a give-and-take
9. Running head: TRANSFORMATIONAL LEADERSHIP 9
relationship, but on the leaders’ personality, traits, intelligence, and ability to make a change through
being the moral exemplars of working toward the good of the team or organization as well as constantly
committing to shared visions and goals. The concept of transformational leadership is a compelling
model for education leaders today (Beaudoin, 2007). Although researchers have cautioned that the
transformational leadership approach might not always be the best for every situation (Bass, 1999) and
that educational leaders should avoid committing to any particular leadership style (Beaudoin, 2007),
this paper argues that leaders of formal educational institutions need to be more transformational and
less transactional to be able to remain effective in discharging their leadership responsibilities.
10. Running head: TRANSFORMATIONAL LEADERSHIP 10
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