some theories on leadership

8/6/2019 Some Theories on Leadership

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SOME

THEORIES ON

LEADERSHIP


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Some Prominent TheoriesTransformational and

Transactional Leadership-Transactional leadership is

defined as trading one thing foranother.


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3 forms of transactional leadership

1. Management-by-exception-passive

- Involves setting standards but waiting for

major problems to occur before exerting

leadership behavior.

- Followers of this leadership style typically

believe that their jobs is to maintain thestatus quo.


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2. Management-by-exception-active

- Leaders pay attention to issues that arise,set standards, and carefully monitor

behavior.


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3. Constructive transactional leadership- Is the most effective and active of the

transactional leadership styles.

- Sets goals, clarifies outcomes, exchangesrewards and recognition, and gives employees

praise when it is deserved.

- The followers are invited into the management

process and generally react by focusing on andachieving expected performance goals.


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Transformational Leadership

- Is more focused on change.

- Produce results beyond expectations

- According to Burns(1978),

transformational leaders form a relationship

of mutual stimulation and elevation that

converts followers into leaders and mayconvert leaders into moral agents.


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3. Inspirational motivation

-Is characterized by communicating high

performance expectations through the

projection of a powerful, confident, dynamic

presence that invigorates followers.

4. Idealized influence

- Is characterized by modeling behaviorthrough exemplary personal achievements,

character and behavior.


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Transformational Leadership in Education- School leader must attend to the needs of and provide

personal attention to individual staff members, particularly

those who seem left out.(individual consideration)

- The effective school administrator must help staff membersthink of old problems in new ways.(intellectual stimulation)

- School administrator must communicate high expectations

for teachers and students alike.(inspirational motivation)

- Through personal accomplishments and demonstrated

character, the effective principal must provide a model for the

behavior of teachers.(idealized influence)


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Total Quality Management

basic factors that more specifically define the action of an

effective leader

1. Change Agency

- Ability to stimulate change in an organization.

- Ability to analyze the organizations need for change,

isolate and eliminate structures and routines that workagainst change, create a shared vision and sense of

urgency, implant plans and structures that enable change,

and foster open communication.

2. Teamwork- The effective leader is not only involved in establishing

teams, but also sees to their viability by providing

necessary resources and support.


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3. Continuous Improvement

- A leader must invite continuous improvement into the organizationand keep it alive by keeping the goals of the organization up front in

the minds of employees and judging the effectiveness of the

organization in terms of these goals

4. Trust Building

- Involves creating a climate in which employer and employees

perceive the organization as a win-win environment.

- The process of establishing respect and instilling faith into followers

based on leader integrity, honesty, and openness.

5. Eradication of Short-term goals.- Management by Objectives

6. Servant Leadership

- Effective leadership emerges from a desire to help others.


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Critical skills of servant leadership

1. Understanding the personal needs ofthose within the organization

2. Healing wounds caused by conflict within

the organization3. Being a steward of the resources of the

organization

4. Developing skills of those within theorganization

5. Being effective listener


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7. Situational Leadership

- The leader adapts her leadership

behavior to followers maturity,based on their willingness and

ability to perform a task


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*Four Leadership styles match high and low willingness

and ability to perform a task.1. When followers are unable and unwilling to perform a

given task, the leader directs the followers action

without much concern for personal relationships.

This style is referred to as high task-low relationshipfocus, or the telling style.

2. When the followers are unable but willing to perform

the task, the leader interacts with followers in a

friendly manner but still provides concrete directionand guidance. This style is referred to as high task-

high relationship focus, or the participating style.


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3. When followers are able but unwilling to perform the

task, the leader does not have to provide muchdirection or guidance but must persuade followers to

engage in the task. This style is referred to as low task-

low relationship focus, or the selling style.

4. When followers are able and willing to perform the task,

the leader leaves the execution of the task to the

followers with little or no interference, basically trusting

followers to accomplish the task on their own. This styleis referred to as low task-high relationship focus, or the

delegating style.


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8. Instructional Leadership


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* Four dimensions or roles of an

instructional leader1. Resource provider

-As a resource provider, the principal ensures that the

teachers have materials, facilities, and budget necessary

to adequately perform their duties.

2. Instructional resource

- As instructional resource, the principal actively

supports day-to-day instructional activities and programsby modeling desired behaviors, participating in service

training, and consistently giving priority to instructional

concerns.


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3. Communicator

-As communicator , the principal has clear

goals for the schools and articulates those

goals to faculty and staff.

4. Visible presence

- As visible presence, the principal engages

in frequent classroom observations and ishighly accessible to faculty and staff


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Characteristics of instructional

leadership

1. Encouraging and facilitating the study of

teaching and learning;

2. Facilitating collaborative efforts amongteachers;

3. establishing coaching relationships among

teachers;

4. Using instructional research to makedecisions;

5. Using the principles of adult learning when

dealing with teachers.


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ResponsibilityThe Extent to which the

principal

7. Flexibility Adapts his or her leadership behavior tothe needs of the current situation and is

comfortable with dissent

8. Focus Establishes clear goals and keeps those

goals in the forefront of the schools

attention

9. Ideals/Beliefs Communicates and operates from strongideals and beliefs about schooling

10. Input Involves teachers in the design and

implementation of important decisions and

policies

11. Intellectual Stimulation Ensures faculty and staff are aware of the

most current theories and practices andmakes the discussion of these regular

aspect of the schools culture


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principal

12. Involvement in curriculum, instructionand assessment Is directly involved in the design andimplementation of curriculum, instruction,

and assessment practices

13. Knowledge of Curriculum, Instruction,

and Assessment

Is knowledgeable about current curriculum,

instruction, and assessment practices

14. Monitoring @ Evaluating Monitors the effectiveness of school

practices and their impact on studentlearning

15. Optimizer Inspires and leads new and challenging

innovations

16. Order Establishes a set of standard operating

procedures and routines

17. Outreach Is an advocate and spokesperson for theschool to all stakeholders


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principal18. Relationships Demonstrates an awareness of the

personal aspects of teachers and staff

19. Resources Provides teachers with materials and

professional development necessary for

the successful execution of their jobs

20. Situational Awareness Is aware of the details and undercurrents

in the running of the school and uses thisinformation to address current and

potential problems

21. Visibility Has quality contact and interactions with

teachers and students

some theories on leadership

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