In terms of my situation for consideration in class, educational leaders employing inspirational power in their management agenda achieve better results as compared to those employing coercive power in their leadership.
The theory relevant to this scenario is Jean-Jacques Rousseau postulation that the practice of edification ought to endorse and hearten learners creativeness and ingenuity (Rebore, 2013). As further outlined by Rebore (2013), this postulation was based on the notion of independence and citizenship. The kind of power employed in educational leadership therefore will determine the level of performance. For instance, Rebore (2013) points out that individuals in educational leadership positions should shun away from coercive power and should only be used when all other forms of power have failed to achieve the intended results. Inspirational power, on the other hand, is based on motivation and encouragement (Rebore, 2013) thus school districts are likely to achieve better outcomes both in and outside the school district. In summary, the situation I am bringing to class for consideration relates to the forms of power that can be employed by school districts to help achieve high levels of performance. The theory relevant to this scenario is Jean-Jacques Rousseau supposition that edification approaches must hearten ingenuity among