The ability to make decisions, have the right level of curriculum and instruction and the ability to meet the specialized needs for the organization. If these are not met, then the standards within school systems can easily be left alone without the ability to create the right approach to the needs within the institution. The result is one which can lead to students not having the ability to accelerate through various grades while having a lack of results for careers and other specific needs after working with the educational system (Hung, Ponnusmay, 2010: 401). Examining the effectiveness of leadership as well as the way in which this changes the school systems then leads to a deeper understanding of the importance of carrying the right levels of leadership. The result of effective leadership relates directly to the organizational capacities to develop with students, teachers and administration. 1.1 Background of Educational Leadership The concept of educational leadership in school systems differs from other formats of leadership, specifically because of the expectation for the institutions. The hierarchy is defined by the policies and standards that are set by administrators as well as by the government and other performing bodies interested in education. These levels of leadership are responsible for ensuring that standards are met and that the programs and functions within the school are able to hold to the specific policies that are associated with the concepts of educational leadership. The impact of the leadership at this level then moves into different formats of leadership at the level of instruction. Reinforcement of teachers and staff of the policies and standards created while carrying a sense of leadership over the students’ learning are the main components with leadership as well as the expectations which are in the classroom. The teaching development creates a specific structure and environment while leading to organizational development within the classroom and school system (Wilson, 2011: 9). The hierarchical structure that is associated with the educational system is furthered with organizational development theory. This particular theory states that the understanding that the management of each of the policies and standards is the basis of the organization. As the policies and standards change within the organization, the development increases among others in the workspace. This is inclusive of the leader member relations, task structure and the leader’s position power. Each of these in turn affects the amount of effectiveness within the school system. The approach is then to develop different possibilities and standards which need to be achieved within the school system. For this to work, it is required to go through the leader, which is able to develop the standards with the school. The task structure is completed through the leader and the amount of power which is held, which then creates the one alternative which is to be implemented by every individual that is working within the school structure. The approach is one which is developed specifically with the need to have a larger amount of production and concern for those associated with the educational approach (Lunenberg, Ornstein, 2012: 121). 1.2 New Developments in Education The changes within school systems are one which is altering first because of the environment and the resources which are used within the
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Effective Leadership and Education: Understanding the Dimensions of Leadership in School Systems Name, Name 1.0 Introduction The ability to meet specific needs of students is not only dependent on the curriculum and the expectations which are associated with the administration and the schools…
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UNIVERSALLY EFFECTIVE AND DESIRABLE LEADERSHIP ATTRIBUTES
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The leadership behaviour of school principals is an important aspect of student performance and the general functioning of the school as a whole. The importance of high quality, effective leadership has been shown to be one of the major contributing factors leading to high performance in schools (Reynolds, 1991; Hallinger and Heck, 1999; Sammons et al, 1995).
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According to the report an effective leader in education is defined by various leadership techniques including cultivation of strong relationship with parents, developing individual students, promoting inclusive learning strategies, and setting coordinated long-term as well as short-term goals for the students.
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