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
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…
Distributed leadership (DL) evolved as the need to improve student achievement increased, and the financial resources to accommodate more administrators decreased. Distributed leadership (DL) has been defined by many writers as shared leadership, capacity building, and transformational leadership (Leithwood and Jantzi, 2003).
The review of literature proceeds to identify the various ways by which transformational leadership impacts on follower outcomes. Finally, commentary shall be given about the transactional leadership perspective from a practical standpoint. Definition and description of transformational leadership, its strengths and weaknesses The originator of the transformational leadership perspective was James MacGregor Burns, in his book Leadership (1978) which he expounded on the contrasting notions of transactional and transformational leadership.
UNIVERSALLY EFFECTIVE AND DESIRABLE LEADERSHIP ATTRIBUTES
Leadership traits study has quite a long and questionable record. Research may show that having some traits on their own will not always constitute success in leadership. However, there is proof that efficient leaders exhibit some key aspects that are diverse from those in other people.
It is not sufficient to have knowledge of modern managerial concepts, but the most important aspect is having the knowledge required for their implementation (Anantatmula, 2008). Organizations are advised to gain a lot of knowledge, but at the same to manage it in the most effective manner, which requires the leaders to develop and use different skills, abilities and insights; the leader/manager is required to become a knowledge officer, who can improve the competitiveness of the organization and also improve the productivity of the human resources (Anantatmula, 2008).
They reflect choices that cannot be proved or validated" (Shamir and Eilam 2005:395)..The main focus of this report it will be seen that to what extent leadership is an "influencing' force as Northhouse (2004) has stated that 'Leadership is a process whereby an individual influences [another individual or] a group of individuals to achieve a common goal.
nal “command-and-control” management is gradually decreasing while knowledge-based human resources continue to reinforce their role as the primary asset of modern organisations (Wright & McMahan, 1992).
Over the last two decades, organizations have often been described in
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).
Reflective learning is a self evaluation process that enables an individual to develop self awareness, critical thinking and analytical skills. It is a vital activity that can be conducted on a consistent basis by both students as well as staff. It basically involves a reflective process that helps the individual to gather information regarding the things that worked or did not work, the ways in which a work can be done differently and in what ways can an individual develop his/her practices and behaviour.
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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