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Importance of leadership in education
Importance of leadership in education
The three functions of leadership in higher education
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The concept of distributed leadership evolved over the years due to the ever-increasing variety of complexities faced by both school leaders and teachers on a daily basis. Such circumstances require that decision-making authority spreads to different degrees across the school organisation (Supovitz & Tognatta, 2013; Elmore, 2000; Lambert, 2003; Spillane, Halverson, & Diamond, 2001).
Harris and Spillane's (2008) state that distributed leadership primary concerns with "leadership practice and how leadership influences organisational and instructional improvement." (p.31) Leadership practice can involve the distribution of responsibility that Harris (2004) equates with power; working through teams and not just individuals; creating collective
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Distributed leadership is currently receiving a lot of attention and growing empirical support (Harris 2004; Spillaine et al., 2001; Gronn, 2000). Such an increased interest in distributed leadership is triggering by the fact that it offers potential survival strategies for overworked leaders. A 21st-century leader has to exercise power and authority upon the development of trust.
Successful heads have a strong sense of agency, moral and ethical responsibility for the education and achievement of all students, and recognise that this is best achievable by exercising power and influence through and with, rather than over, staff (Day et al.,
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The Head of School has to assist the teachers to take part in developing the leadership throughout the school.
A dynamic leader has to hold the pieces together to create a common culture of expectations around the use of individual capabilities hence, maximising the human capacity within the organisation (Harris, 2004). Leaders have to delegate to teachers according to their abilities. To be able to do this, a leader has to know the capabilities of the school staff. If the leader sees that for a new project, the school staff is not knowledgeable enough, s/he must provide training, guidance and support. If the Headteacher wants that the school staff embark on a new project, there have to be multiple sources of advice and direction following the contours of expertise in an organisation made coherent through a common culture (Elmore,
The strength of the education in a community is directly responsible for how strong a community will be in the present and future, as does the efforts parents make in the learning processes of In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth.
As a leader candidate, I can understand the challenges and multiplicity of complications that administrators must face each day. However, I will not accept any remote possibility that the students must be affected by some flaws of the school organization. We all as leaders, must be strategic with people, time, and money to guide our students towards an academic success.
Marzano, R. D. (2009, February). High Leverage Strategies for Principal Leadership. Educational Leadership: Association for Supervision and Curriculum Development , pp. 62-68.
Collaborative leadership is defined by a process, rather than what leaders do. Collaborative leadership can be implemented
In School Leadership that Works Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005). “Some innovations require changes that are gradual and subtle; others require changes that are dra...
The last issue to address is leadership. This role is challenging, but with commitment and determination it can be done. Strategies that I can take to encourage great leadership is to first build trust and confidence by fulfilling the school’s mission, vision, policy, and working environment (Drexler, 2007) on a daily basis. To be involved in school activities, in the classroom, at PTO meetings, and community affiliations will establish strong leadership skills. Providing valuable feedback, strategically planning to improve the school, and encouraging community support are other strategies that can be used to enhance leadership.
This paper is intended to explain where collaborative leadership is used, what characteristics it possesses, and the benefits and disadvantages of using it. It will also summarize what types of people are collaborative leaders and the qualities they have that make them one.
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
What does leadership mean in the context of educational leadership? Many definitions of leadership in education co-exist, attesting to the complexity and multi-faceted phenomena of the concept (Elwell & Elikofer, 2013). Leadership is one of the most observed and least understood organizational and psychological areas of study. Despite volumes of research and numerous theories, no one theory of leadership emerged as the sole predictor of the success of educational leaders. The current body of knowledge about leadership consists of narrow definitions of leader effectiveness that are disconnected from their context (Latham, 2014). Educational leadership influences and affects every dimension of the educational process from the
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
”Leadership involves the exhibition of style or behavior by managers or supervisors while dealing with subordinates; leadership is a critical determinant of the employees ' actions toward the achievement of the organizational goals” (Saeed, Almas, Anis-ul-Haq, & Niazi, 2014). Leadership is a strength that initiates, inspires, and guides the cooperation and attitudes of others on the way to set vision. Leadership is influential and involves several styles of approaches that involve trust, accomplishment and focus to reach a projected result. Using and implementing the ideas of others motivates new thinking and gains the confidence to build the trust and encourage everyone to work to the same goals (Northouse,
Leaders are those who have a great influence on the lives of many people. This is especially relevant in today’s organizations, which face extreme time changes and an increasingly growing complexity (Yukl, 1998).
Teachers and leaders work and communicate together to initiate changes that’s needed to build new ways of learning, sharing and accessing knowledge, then putting it to work in the lives of all students. At my school we have learned education, science, technology and hardworking devoted staff members are the key to preparing our students for a great global education and future.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a