leadership in education-1.ppt

7/27/2019 Leadership in Education-1.ppt

1/57

Leadership in Education

Leadership is the ability to influence through communication the

activities of others , individually or as a group, toward theaccomplishment of worthwhile, meaningful and challenging

goals

One cannot be a leader unless there are people (co-workers,

followers) to be led Leadership involves the application of influence skills. The use

of skills has a purpose; to accomplish goals

To bring about influence, so important goals are achieved

The influence is brought about not only directly throughauthority or motivation, but also indirectly through role

modeling

Employees generally have higher expectations of leaders as

models or exemplars of the organization 1


2/57

The Core of Leadership: InfluenceThe exercise of influence is the essence of leadership behavior

Leaders use influence as their primary tool to move the organization toward its

goals, while managers in addition to influence, use tools such as

compensation, employees feedback and evaluation

Influence strategies

Reason- Using facts and data to develop logically sound argument Friendliness-Using supportiveness, praise, and the creation of goodwill

Coalition-Mobilizing others in the organization

Bargaining- Negotiating through the use of benefits and favors

Assertiveness-Using a direct and forceful approach Higher Authority-Gaining the support of higher level in the hierarchy to

add weight to the request

Sanctions- Using rewards and punishment

2


3/57

Leadership qualities: Literature search

Lets say, I am interested in qualities leader posses and browse ERIC Thesaurus under

Term related toLeadership qualities, I will find the following:

Administrative Qualifications Leadership EffectivenessCollegiality Leadership Qualities

Leaders Leadership Responsibility

Leadership Leadership Training

Prestige

If the term Prestige is of interest to me, I begin to wonder if Leaders possessome sort of Prestige, I browse the ERIC Thesaurus under Term Prestige, Iwill find the following:

Awards Professional Recognition

Careers Reputation

Caste Selective CollegesLeadership Qualities Social Status

Popularity Status Need

Prestige

3


4/57

THE FIELD OF ORGANIZATIONAL BEHAVIOR

Organization is a social unit or human grouping deliberatelyconstructed and reconstructed to achieve specific objectives

An organization is a consciously coordinated social unit, composed of

two or more people, that functions on a relatively continuous basis toachieve a common goal or a set of goals

The define purpose of any organization is shaped to a large degree bythe organizational framework, or structure that determine its context

ORGANIZATIONAL BEHAVIOR (OB) is the systematic study of theaction and attitudes that people exhibit within organizations

4


5/57

The field of OB seeks to replace intuitive explanation with systematic study

OB compasses the behavior of people in such diverse organizations asmanufacturing and service firms; schools; hospitals; charitable

organizations, and local, federal and state agencies

OB is applied behavior science and as a result, built upon contribution from

several behavioral disciplines

Psychology is the science that seeks to measure, explain, and some times

change the behavior of humans and other animals. Psychology focus on the

individual

Sociology study the social system in which individual fill their roles.

Sociology studies people in relations to their fellow human beings

5


6/57

Sociology

It focuses on the influence of people on one another

Anthropologyis the study of societies to learn about human beings and their

activities

Political Science is significant to the understanding of behavior in organizations.

Political Science is the study of behavior of individuals and groups within a

political environment

6


7/57

Behavioral Science Contribution Unit of analysis Output

Learning

Motivation

Personality

Emotions

Training

Individual decision making

Leadership Effectiveness

Job Satisfaction

Performance appraisal

Attitude measurement

Job design

Work stress

Group Dynamics

Work Teams

Communications

Status

Power

Conflict

Formal Organization Theory

Organizational technology

Organizational Change

Organizational Culture

IndividualPsychology

Sociology

Study of

Organizational

Behavior

Individual

Group

Organization

System

7


8/57

Behavioral change

Attitude Change

communication

Group Decision making

Group Processes

Comparative Values

Comparative AttitudesCross cultural analysis

Organizational CultureOrganizational Environment

Conflict

Intraorganizational politicsPower

Anthropology

Political Science

Social Psychology

Study of

Organizational

BehaviorOrganization System

Group

8


9/57

The Nature of Educational LeadershipEducational Leadership involves Values, Morals and Ethics

The purposes of education in the 21st century are to reflect the changing

context of educational organizations

Educational Administrators will have to create communities of reciprocal

caring and responsibility

Creation of such Communities can be accomplished only if educational leadersare authentic and truly human

Educational Administrators should believe in, value, and committed to the

ideal of common good, and the right of every student to a quality

education, and development of a caring school community

A school administrator is and educational leader who promotes the success ofall students by acting with integrity, fairness and in an ethical manner

9


10/57

The Nature of Educational Leadership in Organizations

The process of mobilizing, in conflict or in competition with others,Institutional, political, psychological and other resources so as to arouse

and satisfy motives of followers

Thus, a dynamic interactive relationship between members of a group and

individual collectively acknowledged by the group as a leader

Leadership is a group function: It occurs only when two or more peopleinteract

Leaders intentionally seek to influence the behavior of other people

Thus, any concept of leadership deals with exercising influence on othersthrough social interaction

To understand Leadership, we must examine the nature and quality of social

interactions involved

10


11/57

The School: The Context for LeadershipThe responsibilities of school leadership are best understood within Organizational context

Leaders emerge to guide organization and together fulfill a purpose. Leadersare in service to organizations, to individual who comprise the organizationand to the clients that organization serve.

Three metaphors of organizational Context:

School as Machine: Exhibit many qualities reflective of scientific managementera. Leaders of such schools attempt to control power and knowledge and

manage the organization, so that order, predictability and tradition aremaintained. A tendency to manage rather than lead and becomes outdatedand obsolete

School as Organism: Exhibit growth and adaptive qualities. Human needs areacknowledged and met while growth is facilitated

School as Brains: Learning organizations, characterized as thinking/learningmodels, reflect the brain metaphor. Principals are facilitators who enablethe free flow of communication and exchange of ideas

11


12/57

Effective leaders are judged by followers reaching their potential.

Consequently Education Leaders must model a range of behavior, including:

Creating and communicating a core set of beliefs and values, whileunderstanding and meeting short term goals

Building bridges among people and their ideas, and assisting people indiscovering their creative potentials

Challenging traditional ideas, assumptions and structures

Embracing ambiguity and applauding serendipity

Reflecting on current activities and events

Seeking new perspectives in their lives

Engaging in life long learning

12


13/57

The purposes of Leadership is to:

Create a supportive environment where people can thrive, grow, and live

with peace with one another

Promote harmony with nature and thereby provide sustainability for

future generation

Create communities of reciprocal care and shared responsibility- where

every person matters and each persons welfare and dignity is respected

and supported

All leaders must carefully examine their values and beliefs so they can act

responsibly and ethically

13


14/57

Leadership consists in providing information and new knowledge

Maintaining interactions

Creating new alignments

Connecting people

Continuously improving and learning

Assessing Results

Sustaining capacity, and

Institutionalizing improvement

Leaders should encourage collaboration within the school, the district and state

14


15/57

Distinguishing Management from Leadership

No clear line separate the two, but Management is different from Leadership

Focus of the role:

Managers focus on the moment to moment organizational performance.

Leaders think of the long- term goals of the organization

Managers are primarily concerned with process, and Leaders are primarily

concerned with substanceThe process versus substance distinction is useful in understanding the contrast

between management and leadership

Most Managers must also be good leaders and most leaders must be goodmanagers

Typically, Good leaders scarifies micromanagement of the bottom line in favorof macroscopic understanding of its enterprise, its associate and its strategicdirection

Leadersare less likely to be deemed Workaholic, or taskmaster by theirassociates

15


16/57

Distinguishing between leaders and Managers..

They (Leaders) think longer term-beyond the days crisis, beyond thequarterly report, beyond the horizon

In thinking about the unit they are heading, they grasp its relationships tolonger realities, the larger organization they are a part, external to theorganization, global trends

They reach and influence constituents beyond their jurisdictions, beyondboundaries. Thomas Jefferson influenced people all over Europe. Gandhiinfluenced people all over the world.

They put heavy emphasis on the intangibles of vision, values, motivation andunderstand intuitively leaders interaction

They have the political skill to cope with conflicting requirements of multiple

constituenciesThey think in Terms of renewal. The leader or Leader/manager seeks the

revision of process and structure by ever changing reality

16


17/57

The many kinds of LeadersLeaders come in many forms, with many styles and diverse qualities

There are quiet leaders and leaders you can hear in the next country

Some find their strength in eloquence, some in judgment, some in courage

The diversity is almost without limit:

Churchill, the splendid eloquent old worrier

Gandhi, the visionary and the shrewd mobilizer of the people

Lenin, the coldly purposeful revolutionary

All great leaders, but extraordinary diverse in personal attributes

We should give young people a sense of the many kinds of leaders and stylesof leadership, and encourage them to move toward those models that areright for them

17


18/57

Approaches to understanding Leadership

Leadership has been one of the most studied topics in management, yet the

conclusion reached are contradictory, exaggerated and controversial

The three main approaches at the center of the debate surrounding leadership are

as follows:

Trait theory of Leadership attributes performances among employees to theindividual characteristics (traits) of Leaders (physical, personality, mental)

Behavior theory of Leadership attributes performance differences to the behavior

and style of leaders

Contingency theory of Leadership The leaders behavior and style in combination

with situational factors are the key reasons for performance differences

18


19/57

Leadership is an elusive characteristic that is easy to spot,butdifficult to define

What makes some one a good leader?

Think about three strong leaders that you know, what makes them goodleaders? Do they posses common characteristics?

Now think about three strong managers that you know. what makes them goodmanagers? How are they different from leaders?

A good analogy to keep in mind when comparing Management to Leadershipis: Managers climb the corporate ladder, leaders make sure the ladder isleaning against the right wall

Managers are people who do things right and leaders are people who do theright thing

Elusive: vague, indefinable, hard to pin down

19


20/57

The Five Levels of Leadership

Level 5: Executive:Builds enduring greatness through a paradoxical blend of personal humility andprofessional well. HUMALITY + WILL = LEVEL5 They are: modest andwillful, humble and fearless

Level 4: Effective Leader:Catalyzes commitment to and vigorous pursuit of a clear and compelling vision,

stimulating higher performance standardsLevel 3:Competent Manager:Organizes people and resources toward the effective and efficient pursuit of

predetermined objectives

Level 2: Contributing Team Member:

Contributes individual capabilities to the achievements of group objectives andworks effectively with others in group setting

Level 1:Highly Capable individual:

Make productive contribution through talent, knowledge, skills, and good workhabits

20


21/57

The Nature of Managerial works

Managers mange things (Finance, inventories and programs) not people

Management inall business and organizational activities is the act of gettingpeople together to accomplish desired goals and objectives using available

resources efficiently and effectively.

Management comprisesplanning, organizing, staffing, leading or directing,

and controlling an organization (a group of one or more people or entities)

or effort for the purpose of accomplishing a goal

21
http://www.answers.com/topic/planninghttp://www.answers.com/topic/organizing-1http://www.answers.com/topic/human-resourceshttp://www.answers.com/topic/leadershiphttp://www.answers.com/topic/control-managementhttp://www.answers.com/topic/organizationhttp://www.answers.com/topic/organizationhttp://www.answers.com/topic/control-managementhttp://www.answers.com/topic/leadershiphttp://www.answers.com/topic/human-resourceshttp://www.answers.com/topic/organizing-1http://www.answers.com/topic/planning


22/57

Basic functions

Management operates through various functions, often classified as planning,organizing, staffing, leading/directing, controlling/monitoring and motivation.

Planning: Deciding what needs to happen in the future (today, next week,next month, next year, over the next five years, etc.) and generating plans foraction.

Organizing: (Implementation) pattern of relationships among workers,making optimum use of the resources required to enable the successfulcarrying out of plans.

Staffing: Job analysis, recruitment and hiring for appropriate jobs.

Leading/directing: Determining what needs to be done in a situation andgetting people to do it.

22


23/57

Basic functions

Controlling/monitoring: Checking progress against plans.Motivation: Motivation is also a kind of basic function ofmanagement, because without motivation, employees cannotwork effectively. If motivation does not take place in anorganization, then employees may not contribute to the otherfunctions (which are usually set by top-level management).

Basic roles Interpersonal: roles that involve coordination and interaction

with employees. Informational: roles that involve handling, sharing, and

analyzing information. Decisional: roles that require decision-making.

23


24/57

Management skills

Political: used to build a power base and establish connections.

Conceptual: used to analyze complex situations.

Interpersonal: used to communicate, motivate, mentor and delegate.

Diagnostic: the ability to visualize most appropriate response to a situation.

24


25/57

Management and Leadership: Basic Function of Management:Planning, Organization, Command, Coordination, and Control

1. Division of work: The principal of specialization and efficiency2. Authority and Responsibility: The right to give orders and the power to exact

obedience

3. Discipline: Essential for smooth running of business

4. Unity of command: An employee receive order from superior only

5.Unity of direction: one head and one plan for activities with the same

objectives

6. Subordination of individual interests to general interests

7. Remuneration of Personnel: Compensation should be fair

8. Centralization: Essential to the organization and its natural consequence oforganizing

9. Scalar Chains: The chain of superiors ranging from the ultimate authority to

the lowest rank

25


26/57

Basic Function of Management: Planning, Organization,Command, Coordination, and Control

10. Order: The organization should provide an orderly place for every individual11. Equity: Equity and sense of justice pervade the organization

12. Stability of Tenure of Personnel: Time needed for employee to adopt to work

and perform efficiently

13. Initiative: At all level of organization ladder zeal and energy are augmented

by Initiative

14. Team work: The need for team work and the maintenance of interpersonal

relationships

26


27/57

Leadership Competenciescan be thought of as the state or quality of beingwell qualified to perform a task.

A person gains competency through education, training, experience, ornatural abilities.

The competency is an observable and measurable knowledge and skills.

The knowledge and skills must distinguish between superior performers

(or exemplary performance) and other performers.

Since its initial conception, attitudes, traits, or personalities have also

played a major role in competencies, even though they are not normally

thought of as being observable and measurableAttributes> Competencies> Performance Outcomes

27


28/57

Leadership Competencies..

Administrators are expected to be Effective Leaders and Efficient Managers

Success in Administration depends on ones overall Leadership ability

Leadership competencies are leadership skills and behaviors that contribute tosuperior performance

By using competency based approach to leadership, organizations can betteridentify and develop their next generation of leaders

By looking at an individuals current competencies and comparing those to theskills necessary to fill a leadership position, organizations can make

informed decision in hiring, developing and promoting leaders

28


29/57

Leadership Competencies

Successful leadershipis the ability to lead others to behave as the manager intendedEffective Leadership results in managers intentions being realized as well as the

need of the employee being satisfied

Leading the organization:

Managing change(Planned change, Spontaneous change, Evolutionary change)

Managing politics and influencing others

Taking risks and innovation

Setting Vision and strategy

Managing the work

Enhancing business skills and knowledge

Understanding and Navigating the organization

29


30/57

Leadership CompetenciesSolving problems and making decisions

The competency ofDecision Makingmight include the following behavioralindicators:

Dealing with difficult decisions:

Able to connect information together in order to diagnose problem.

Determines root cause to fully resolve issue

Sensitive to the needs of others when dealing with divisive issues.

Commits to a course of action:

Can make decisions quickly when necessary.

Seeks the correct answer and understands the impact that the decision

could have on other organization issues.Dealing with difficult decisions:

Avoids making decisions and often waits for others to make the decision.

Does not take responsibility for wrong or ineffective decisions.

30


31/57

Leadership CompetenciesCreative Problem Solving

Identifies and collects information relevant to the problem. Uses brainstorming techniques to create a variety of choices.

Selects the best course of action by identifying all the

alternatives and then makes a logical assumption

Interpersonal Skills Treats others with respect, trust, and dignity.

Works well with others by being considerate of the needs and

feelings of each individual.

Promotes a productive culture by valuing individuals and theircontributions

31


32/57

Leadership CompetenciesManage Client Relationships

Works effectively with both internal and external customers. Gathers and analyzes customer feedback to assist in decision

making.

Self-Direction

Establishes goals, deliverables, timelines, and budgets withlittle or no motivation from superiors (self-motivation rather

than passive acceptance).

Assembles and leads teams to achieve established goals

within deadlines

32


33/57


Flexibility

Willingness to change to meet organizational needs.

Challenges established norms and make hard, but correct decisions.

Adapts to stressful situations.

Build appropriate relationships

Networks with peers and associates to build a support base. Builds constructive and supportive relationships

Professionalism

Sets the example.

Stays current in terms of professional development. Contributes to and promotes the development of the profession through

active participation in the community.

33


34/57

Leadership CompetenciesFinancial

Does not waste resources.

Looks for methods to improve processes that havea positive impact on the bottom line.

Business Acumen

Reacts positively to key developments in area of expertisethat may affect our business.

Leads process improvement programs in all major systemsfalling under area of control.

34


35/57


These are the skills needed to drive the organization onto the cutting edge ofnew technologies.

Leadership Competencies form the basic structure that separates leaders from

bosses.

These skills create the walls and interiors of the pyramid. Without them, a

leader is just a hollow windbag, or as Scott Adams of Dilbert fame bestcharacterizes it, "a pointy-head boss.

Leadership Abilities

Displays attributes that make people glad to follow.

Provides a feeling of trust.

Rallies the troops and builds morale when the going gets tough.

35


36/57


Visioning Process Applies effort to increase productiveness in areas needing the most

improvement.

Creates and set goals (visions).

Senses the environment by using personal sway to influence subordinatesand peers.

Gain commitment by influencing team to set objectives and buy in on theprocess.

Reinforces change by embracing it (prevents relapse into prior state).

Create and Lead Teams

Develops high-performance teams by establishing a spirit of cooperationand cohesion for achieving goals.

Quickly takes teams out of the storming and norming phases and into theperforming phase.

36


37/57


Foster Conflict Resolutions (win-win)

Effectively handles disagreements and conflicts.

Settles disputes by focusing on solving the problems, without offendingegos.

Provides support and expertise to other leaders with respect to managingpeople.

Evaluates the feasibility of alternative dispute resolution mechanisms.

Project Management

Tracks critical steps in projects to ensure they are completed on time.

Identifies and reacts to the outside forces that might influence or alter theorganization's goals.

Establishes a course-of-action to accomplish a specific goal.

Identifies, evaluates, and implements measurement systems for current andfuture projects.

37


38/57


Implement Employee Involvement Strategies Develops ownership by bringing employees in on the decision

making and planning process.

Provides the means to enable employee success, whilemaintaining the well-being of the organization.

Develops processes to engage employees in achieving the

objectives of the organization.

Empower employees by giving them the authority to getthings accomplished in the most efficient and timely manner.

38


39/57


Coach and Train Peers and Subordinates Recognizes that learning happens at every opportunity (treats

mistakes as a learning event).

Develops future leaders by being involved in the companymentoring program.

Provides performance feedback, coaching, and careerdevelopment to teams and individuals to maximize their

probability of success.

Ensure leadership at every level by coaching employees to

ensure the right things happen. Ensures performance feedback is an integral part of the day-

to-day activities.

39


40/57


Leaders concentrate on:

Strategic vision and about the direction the organization should go, and theleaders non coercive skills in drawing subordinates into the active pursuit

of the strategic view

Leading the Self: To lead is to understand the dynamics of the change process

Demonstrating Ethics and Integrity Displaying drive and purpose

Exhibiting leadership stature

Increasing your capacity to learn

Managing yourself

Increasing self awareness

Developing adaptability

40


41/57


Leading others:Leadership is purposeful. The shared goals becomes a

common enterprise because they are developed together

Communicating effectively (able to express a vision and sense of mission)

Developing others (Develop teachers and staff to be able to do what needs

to be done) Valuing diversity and differences (Create a culture of positive shared

values)

Building and maintaining Relationships (Motivate and inspire people to

want to do what needs to be done)

Managing effective team and work groups (Group support for Objectivesand team members ability to work together in solving problems)

41


42/57

The Essential of Educational Leadership

Power and Influence (The concept of power, influence and control are

frequently used interchangeably)

The classic definition of power is the ability to get others to do what you want

them to do

Powercan also be defined as any force that results in behavior that would not

have occurred if force was not present

Powermay Coercive (based on fair of death, maiming, starvation, imprisonment

or other significant personal injury or loss), or

Based non threatening persuasion or suggestion

Controlling access to information, instrumentation and resources is alsopower

Legitimate poweris based on peoples perceptions of the leaders right orauthority to make them do things because of his or her role or position in the

organization

42


43/57

Reward Power is the power given to managers that attain administrativepower over a range of rewards (such as raises and promotions).

Employees who work for managers desire the reward from the manager and

will be influenced by receiving it as a result of work performance

Expert poweris attained by the manager due to his or her own talents such asskills, knowledge, abilities, or previous experience. A manager who has

this power within the organization may be a very valuable and important

manager in the company

Charisma Power: A manager who has charisma will have a positive influenceon workers and create the opportunity for interpersonal influence

Variety of Individual Power

43


44/57

Managerial traits and skills:

People Relationship skills: the more skill the managers have inrelating to the groups and individuals, the more effective they

can be

Strategic planning abilities: Define goals and objectives and think

clearly about the futureBasic communication: Express oneself effectively both orally and

in written form

Communicate plans and activities in a manner that supports

strategies for employee involvement Actively listen to others

44


45/57

Leading Change in School Organization

Adult Learning

Understand and appreciate the diverse experiences of learners.

Facilitate self-directed and help with the informal learning of others.

Instructional Design

Use the Instructional Design (ISD) model: Conduct needs assessment and analyze for performance needs.

Design for maximum performance.

Development material by fleshing out design.

Deliver (implement) learning package.

Evaluate using formative and summative methods throughout entire

process.

45


46/57

Leading Change in School Organization

Rapid Design Uses prototypes for to quickly create and deliver learning packages.

Consulting

Determine stakeholder's needs.

Negotiate a solution.

Ensure solution fulfills a business and/or organization requirement.

Instruction

Plan and prepare for instruction

Engage learners though out entire instruction. Demonstrate effective presentation and facilitation skills.

Provide clarification and feedback.

Provide retention and transfer of newly learned skills and knowledge.

46

Traditional Leadership Theories


47/57

Traditional Leadership TheoriesThe complex process of Leadership enables people to realize their full potential

and that of the organization

Traits

Skills

Style

Situation,

Contingencies

Path GoalSocial Exchange

47


48/57

New Paradigms of Leadership Theories

Transformational Leadership

Shared Team Leadership

Distributed Leadership

Feminist Theory

Moral Leadership

Social Justice

Leadership Substitutes

Multicultural Leadership and Diversity

48


49/57

Leadership styles and LeadersThe four types of Leadership styles are as follows:

System 1. (Exploitative Authoritative). Management does not subordinates,who are not free to discuss issues with supervisor and whose opinion are

not sought in solving a problem

Motivation comes from fear, threats, occasional rewards,

Communication Comes down fro m higher management

Goals are ordered from high where all decisions are made

System 2. (Benevolent Authoritative). Management and Employees exist

in a Master Servant relationship

Some involvement of employees, more rewards than in system 1

Slightly better communication up

Not giving much latitude to employees to do their own things

49


50/57

Leadership styles and Leaders

System 3. (Consultative). Management controls things, but employees areconsulted before solutions to problems and decisions are made bymanagement

Unpleasant or unfavorable information is not offered freely

Employees feel they will perform some roles in decision making, but

Their contribution may not always be taken seriously

System 4. (Participative Group). Management trusts employees, regards themas working willingly toward achieving organizational objectives

People are motivated by rewards and are involved in all level ofdiscussion and decision important to them

Communication is quite accurate and goes up, down, and across.

Goals are established with the participation of the people who will haveto work to achieve them

The participatory style is associated with effective performance

50

L d hi l d L d


51/57

Leadership styles and Leaders

Six Common Leadership Styles

Visionary: inspired by articulating a heartfelt, shared goals; routinely giveperformance feedback and suggestions for improvement of that goal

Coaching: take people aside for a talk to learn their personal aspiration;

routinely give performance feedback in those terms and stretches

assignments to move toward those goals

Democratic: Knows when to listen and ask for input; gets buy-in and drawson what others know to make better decisions

Affiliative: Realizes that having fun together is not a waste of time, but build

emotional capital and harmony

Pacesetting: Leads by hard driving example and expects others to meet the

same pace and high performance standards; trends to Fs not AsCommanding: Gives orders and demand immediate compliance; tends to be

coercive

51


52/57

Leadership is the process ofsocial influence in which one person can enlist the aid and

support of others in the accomplishment of a common task

Leadership is "organizing a group of people to achieve a common goal" Intelligent Leadership style: A leaders habitual style of interacting can

either energize or demotivate people

trait theories still:

focus on a small set of individual attributes such as Big Five personalitytraits, to the neglect of cognitive abilities, motives, values, social skills,

expertise, and problem-solving skills;

fail to consider patterns or integrations of multiple attributes;

do not distinguish between those leader attributes that are generally not

malleable over time and those that are shaped by, and bound to, situationalinfluences;

do not consider how stable leader attributes account for the behavioral

diversity necessary for effective leadership.

52
http://en.wikipedia.org/wiki/Social_influencehttp://en.wikipedia.org/wiki/Peer_supporthttp://en.wikipedia.org/wiki/Task_(project_management)http://en.wikipedia.org/wiki/Task_(project_management)http://en.wikipedia.org/wiki/Peer_supporthttp://en.wikipedia.org/wiki/Social_influence


53/57

Leadership styles.

Strategic Leadership

Transactional Leadership

Visionary Leaders

Charismatic Leadership

Team Design Leadership

Servant Leadership (Customer service leadership)

Instructional leadership

Entrepreneurial Leadership (Balanced Leadership)

53


54/57

Islamic Leadership

Leadership Role from Islamic Perspective

The Morale base of Islamic Leadership

Coaching as Tarbiyyah and self development

Multiple Frame in Islamic Leadership

54


55/57

Functional Administrative Process of Educational Leadership

Motivation

Decision Making

Communication

Knowledge and Change

Managing Anger and Stress

Managing Anger

Managing Stress

Self Help Intervention to manage stress

55


56/57

Emotional Intelligence and Educational Leadership

Emotional Intelligence in Human Development

Emotional Intelligence in Educational Development

Multiple forms of Intelligence

Decision Making process

56


57/57

The Competencies of Emotional Intelligence

Self Awareness with regard to emotions

Emotional Expression

Commitment

Creativity

Resilience

Optimism

Compassion

Interpersonal Connections

Personal Power and Integrity

Emotional Regulations

leadership in education-1.ppt

Documents