chapter 5a - william allan kritsonis, phd - lecture notes - decision making

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CHAPTER 5

LEADERSHIPLunenburg, F.C., & Ornstein, A.C. (2008)

Educational administration:

Concepts and practices (5th

ed.)Lecture Notes

William Allan Kritsonis, PhD



LEADERSHIP

FOUSING QUESTIONS

What is leadership?

Are there traits or skills that differentiate leaders fromnonleaders, or effective leaders from ineffective ones?

What kinds of leadership behavior are more effectivethan others?

In what situations will one leader be successful, whileanother will be unsuccessful?

What are some key situational factors that are

significant in determining which leadership style to usein a given situation?

Why is it important for administrators to develop the

ability to diagnose a situation



THE NATURE OF LEADERSHIP

Six Major Categories School Leadership!

Instru"ti#n$% Le$ers'i

Tr$ns#r*$ti#n$% Le$ers'i

+#r$% Le$ers'i

$rti"i$ti-e Le$ers'i

C#ntingen" Le$ers'i

+$n$geri$% Le$ers'i



INSTRUCTIONAL LEADERSHIP

F#"uses #n t'e be'$-i#rs # te$"'ers

$s t'e eng$ge in $"ti-ities ire"t%

$e"ting t'e gr#/t' # stuents

C#n"erns t'e ee"ts # %e$ers'i

be'$-i#rs #n stuent $"'ie-e*ent$n #t'er i*#rt$nt s"'##%

#ut"#*es.



TRANSFORMATIONAL LEADERSHIP:

Includes a variety of terms used to define theconcept:

CHARISMATIC

VISIONARYCULTURAL

EMPOWERING

It focus on “the commitments and capacities oforganizational members.



MORAL LEADERSHIP:

F#"us #n t'e -$%ues $n et'i"s #

%e$ers'i1

Le$ers'i in $ e*#"r$ti" s#"iet

ent$i%s $ *#r$% i*er$ti-e t# r#*#te

euit, e*#"r$ti" "#**unit, $n

s#"i$% 3usti"e.



PARTICIPATIVE LEADERSHIP

Is -$ri#us% "$%%e

•

gr#u,1• s'$re1

• te$"'er1 Le$ers'i

t'e e"isi#n4*$5ing r#"esses #t'e gr#u1

Site4b$se *$n$ge*ent (S6+)



CONTINGENCY LEADERSHIP:

F#"us #n

'#/ %e$ers res#n t# t'e uniue

#rg$ni7$ti#n$% "ir"u*st$n"es #r

r#b%e*s t'$t t'e $"e1

C#nseuen"es # t'e reeren"es #

"#/#r5ers, "#niti#ns # /#r5, $n

t'e t$s5 t# be "#*%ete.



MANAGERIAL LEADERSHIP

F#"us #n

t'e un"ti#ns, t$s5s, #r be'$-i#rs

# t'e %e$er1Assu*es i t'ese un"ti#ns $re

"$rrie #ut "#*etent%, t'e /#r5 #

#t'ers in t'e #rg$ni7$ti#n /i%% be$"i%it$te.



The six major categories of leadership contains three vitalconcepts:

First, no clear, agreed on definition of the leadership inschools.

Second, although the six categories of leadership werepresentedas distinct models they are not pure types.

Third, there are many aspects of the six models that are

similar. Concerns are with student achievement, ethics andvalue, democratic principles, and social justice.



TRAITS OF LEADERS COMPARED WITH

NONLEADERS

Capacity-intelligence, alertness, judgement

Achievement-scholarship, knowledge,

accomplishment Responsibility dependability initiative, self-confidence

Participation-activity, sociabilty, humor

Status- socioeconomic position, popularity



ASSESSMENTCENTERS

THE NASSP CENTEREST.1975

SELECTING ANDDEVELOPING THE 21ST

CENTRUEY PRINCIPALEST.1998

C%i"5 i"#n t# $

i"ture



LEADERSHIP BEHAVIOR

I#/$ Stuies

O'i# St$te Stuies

+i"'ig$n stuies



LEADERSHIP BEHAVIOR

Four Types:ire"ti-e Le$ers'i4 %et9s t'e* 5n#/ /'$t is e:e"te

Su#rti-e Le$ers'i4 rien%, $r#$"'$b%e, "#n"ern

$rti"i$ti-e Le$ers'i4 "#nsu%ts in /#r54re%$te *$tter

A"'ie-e*ent4Oriente Le$ers'i4 sets "'$%%enging



The contingency theories of leadership are more complex than

the traits and behavioral theories. The complexity arises from the need to consider severalmoderator variables in the process of leadership:Leader-member relations

Task structureLeader position powerSubordinate motivationPath-goal clarity



Contingency theory is based on two differentassumptions about leader adaptability.

One $r#$"' $ssu*es t'$t %e$er

*ust "'$nge t'eir be'$-i#r t# it t'e

situ$ti#n (;#use9s $t'4g#$% t'e#r).

Se"#n $r#$"' $ssu*es t'$t t'e

%e$er *ust "'$nge t'e situ$ti#n t#

it t'e %e$er9s be'$-i#r (Fie%er9s

"#ntingen" t'e#r).



MAJOR VARIABLES IN FIEDLER’S

CONTINGENCY THEORY

Leader-Member relations Task Structure

Leader’s Position Power

EffectivenessLeadership Style

Leader’s motivationalSystem

Situational Favorableness

Outcome



SITUATIONAL FACTORS

House and Baetz identified three subordinatecharacteristics:

Ability -subordinates perception of their ability to perform a task.

Locus of Control -the degree in which theindividual sees the environment as systematically

responding to his behavior.

Needs and Motives-dominate needs,motives, and personality characteristics ofsubordinates may influence their acceptance ofsatisfaction styles.



Environmental forces include three broad aspects

T$s5s

<#r5 Gr#u

F#r*$% Aut'#rit



LEADERSHIP STYLE CONTINUUM

Robert Tannenhaun and Warren Schnidit conceive a

continuum that runs between boss-centered leadershipandsubordinate-centered leadership

Five typical Patterns:

1. Telling

2.Selling

3. Testing

4.Consulting

5. Joining



SUMMARY

The conclusion from leadershiptheory is that the traits or skills of a

leader, leader behaviors and varioussituational factors interactingtogether may ultimately determine aleader’s effectiveness.



REFERENCES

Lunenburg, F.C., & Ornstein, A.C. (2008)

Educational administration: Concepts and practices (5th

ed.).=#bert T$nnenb$u* $n <$rren S'*it, ;#/ t# C'##se $

Le$ers'i $ttern, ;$r-$r 6usiness =e-ie/,>? (?@?)!?B24?80

=#bert ;#use $n +$r L. 6$et7, Le$ers'i! S#*e E*iri"$%

Gener$%i7$ti#ns $n Ne/ =ese$r"' ire"ti#ns,1 rese$r"' in

Org$ni7$ti#n$% 6e'$-i#r$%, -#%?2 (Green/i"', CT! AI ress, ?@@0)



Questions

1.There are six major categories of leadership: 1).instructional2).transformational 3).moral 4).participative 5).contingency6).managerial. How many are functioning in your school ordistrict? Explain.

2.In your opinion do you think you “Can learn to Lead?”

3.What makes it so important for administrators to develop theability to diagnose and evaluate a situation Explain?

chapter 5a - william allan kritsonis, phd - lecture notes - decision making

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