leadership in schools
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Fundamentals of School AdministrationEDU 547 - Spring 2014 Semester
Thursday, January 30, 2014
Chapter Twelve Presentation: “Leadership in Schools”
Presented by: Anyha Lord-Jerris
Professor: Dr. Lauren Larsen
LEADERSHIP IN SCHOOLS“Effective education leadership makes a difference in improving learning…What’s far less clear…is just how leadership matters, how important those effects are in promoting learning of all children, and what the essential ingredients of successful leadership are.”
M. Christine DeVita
Taking Stock in Education Leadership
“There is a growing school of thought … that men may be biologically unsuited to hold political office and leadership positions.”
Maureen Dowd
Are Men Necessary?
CHAPTER OVERVIEW
Importance of leaders and leadership Critical situational factors in educational
leadership Leader effectiveness Contingency models New leadership theories Transformational leaders
DEFINING LEADERSHIPAccording to Yukul (2002), “leadership should be defined broadly as a social process in which a member or members of a group or organization influence the interpretation of internal and external events, the choice of goals or desired outcomes, organization of work activities, individual motivation and abilities, power relations and shared orientations.”
LEADERS VERSUS ADMINISTRATORS Leaders – stress adaptive change and
getting people to agree about what needs to be accomplished.
Administrators – emphasize stability and efficiency
Plan & Budget
Organize & Staff
Control & Solve
Problems
Establish
Direction
Align People
Motivate &
Inspire
THE NATURE OF ADMINISTRATIVE WORK
According to research, Kyung Ae Chung and Cecil Miskel (1989) summarize the
major findings:Administering schools is feverish and consuming;School leaders rely on verbal media;Administrator activities vary widely;Managerial work is fragmented; for school administrators;
DOMINANT THEORETICAL APPROACHES TO
UNDERSTANDING LEADERSHIP
Traits, Skills, and Leadership Trait approach of leadership –
leadership is inherited and determined by social circumstance.
Early Trait Research – personal factors associated with leadership (capacity, achievement, responsibility, participation, and status).
TRAITS AND SKILLS ASSOCIATED WITH EFFECTIVE LEADERSHIP
Personality
• Self-confidence
• Stress tolerance
• Emotional maturity
• Integrity• Extroversion
Motivation
• Task & interpersonal needs
• Achievement orientation
• Power needs• Expectations• Self-efficacy
Skills
• Technical• Interperson
al• Conceptual
SITUATIONS AND LEADERSHIP
Organizational(Size, Hierarchy, Formalization, &
Leader role)
Internal Environment(Climate & Culture)
External Environment
(Social & Economic)
Subordinate(Personality, Motivation, &
Abilities)
THE OHIO STATE AND RELATED LEADERSHIP STUDIES
Leader Behavior Description Questionnaire (LBDQ) started in Ohio State University in the 1940’s. It measures two basic dimensions: initiating structure and consideration. Four major findings of the study:
Initiating structure and consideration are fundamental dimensions of leader behavior
Most effective leaders integrate both high initiating structure and consideration
Superiors and subordinates tend to evaluate the contributions of the leader behavior dimensions oppositely in assessing effectiveness.
A slight relationship exists between how leaders say they should behave and how subordinates describe that they do behave.
LEADERSHIP EFFECTIVENESS
Effectiveness Indicators for Educational Leaders
• Perceived reputation• Self-assessment
Personal
“Leadership effectiveness can be defined as having a more objective dimension – accomplishment of organizational goals – and two
subjective dimensions perceptual evaluations of significant reference groups and overall job satisfaction of subordinates.”
CONTINGENCY MODELS OF LEADERSHIP
Instructional Leadership Least Preferred Co-Worker Model Substitutes for Leadership (depends on
the characteristics of subordinates, of the task, and of the organization.
Distributed Leadership (leadership by teams and groups – site based management)
Reformulated Path-Goal Theory (leader behaviors, situation, and outcomes) refer to page 442 table 12.4
TRANSFORMATIONAL LEADERSHIP
“James MacGregor Burns (1978) is commonly credited with formulating the ideas of transactional and transformational leadership and applying them to the political arena.” Bass built on the work of Burns and developed a “full range leadership model.”
Bass identifies three major types of leadership:Laissez-Faire LeadershipTransactional LeadershipTransformational Leadership
THREE MAJOR TYPES OF LEADERSHIP
A Full-Range Leadership Continuum (Table 12.5 page 445)
1.Non-transactional
or passive
2. Contingent reward
leadership3. Active
management by exception
4. Passive management by exception
5. Idealized influence
6. Inspirational motivation
7. Intellectual stimulation
8. Individualized consideration
Laissez-Faire Leadership
Transactional Leadership
Transformational Leadership
CONCLUSIONThe concept of leadership is extremely complex and ambiguous. It is evident
that organizations recognize the importance and value of effective
leadership as illustrated by the various theories developed and studies
conducted. When examining effective leadership it is important to take a
holistic approach to achieve the right balance.
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