1 - Theories and practice of leadership and management Flashcards
Leadership is frequently seen as an aspect of management, with ‘real leaders’ often characterised as charismatic individuals with visionary flair and the ability to motivate and enthuse others – even if they lack the managerial or administrative skills to plan, organise effectively or control resources. On this basis it is often argued that managers simply need to be good at everything that leaders are not!
(who, when)
Leadership is frequently seen as an aspect of management, with ‘real leaders’ often characterised as charismatic individuals with visionary flair and the ability to motivate and enthuse others – even if they lack the managerial or administrative skills to plan, organise effectively or control resources. On this basis it is often argued that managers simply need to be good at everything that leaders are not!
(Law and Glover, 2000)
‘leadership … is a qualitatively different function from both management and administration’.
(who when)
Gronn (1999)
‘leaders to be leaders, need not hold any formal office at all, for, just as a person can manage or administer without leading, it is obvious that a person can be a leader without being a manager’.
Yukl (1989)
Key difference between ed organisations and others is: core task is transforming humans. (who, where)
Glatter 2006
‘great man’ theory:
that leaders are not made but born - not considered adequate for the identification of leadership qualities and skills.
‘leaders to be leaders, need not hold any ______ office at all, for, just as a person can manage or administer without leading, it is obvious that a person can be a leader without being a manager’.
Yukl (1989)a
‘leaders to be leaders, need not hold any formal office at all, for, just as a person can manage or administer without leading, it is obvious that a person can be a leader without being a manager’.
Yukl (1989)a
Key difference between ed organisations and others is: core task is transforming ________.
Key difference between ed organisations and others is: core task is transforming humans.
Glatter 2006
(when, when) identifies distributed leadership with the collective leadership of teachers working together to improve classroom practice and therefore pupil outcomes.
Harris (2002) identifies distributed leadership with the collective leadership of teachers working together to improve classroom practice and therefore pupil outcomes.
Gronn (2003, p. 35) refers to (distributed) leadership practice being ‘_______’ over the school, for example:
Gronn (2003, p. 35) refers to (distributed) leadership practice being ‘stretched’ over the school, for example: … when sets of two or three individuals with differing skill and abilities, perhaps from across different organisational levels, pool their expertise and regularise their conduct to solve a problem, after which they may disband.
Leithwood et al. (????) have defined the leadership style in terms of influence: who is exerting it; what is it exerted for and what are its outcomes? The categories defined are:
1999
- Instructional leadership which assumes that the key focus for leaders in education is the learning of their students, so the influence of leaders would tend to be based in their expert knowledge and intended to improve the effectiveness of teachers in the classroom.
- Transformational leadership (often contrasted with transactional leadership) which relates strongly to building the capacity of members of the organisation. Leadership of this type might be exercised by people other than the formal leader, and the outcomes would be greater capacity and continuing improvement.
- Moral leadership which stresses the importance of values in leadership and aims for morally justified actions and democratic schools.
- Participative leadership which focuses on the sharing of decision making within the educational institution, thus leadership is distributed amongst the group and the organisation becomes more democratic.
- Managerial leadership which may also be called transactional, technical or organisational leadership. Leadership is formal; the aim is for efficient achievement of goals.
- Contingent leadership which stresses the variation in response of leaders to different leadership situations with the aim of increasing capacity of the organisation to respond productively to demands for change.
Example of L’p in different countries: _____ headteachers in our study spent much more of their working day with teachers than Scottish or English heads. _______ headteachers spent considerably more time with pupils than did their Danish and English counterparts, while ______ heads were more likely to spend their time with outside agencies or individuals, managing external politics.
EX L’p in different countries: Danish headteachers in our study spent much more of their working day with teachers than Scottish or English heads. Scottish headteachers spent considerably more time with pupils than did their Danish and English counterparts, while English heads were more likely to spend their time with outside agencies or individuals, managing external politics.
Key concerns of instructional leaders are likely to be:
Key concerns of instructional leaders are likely to be:
- the content and delivery of the curriculum
- the quality of teaching and learning
- the monitoring and evaluation of the resulting student learning.
Transformational leaders do more than transactional leaders in a number of ways that have been identified as the ‘Four I’s’.
(who, when)
Transformational leaders do more than transactional leaders in a number of ways that have been identified as the ‘Four I’s’. According to Bass and Avolio (1994) these are:
1. Idealized influence: Transformational leaders are role models and their followers emulate them. The leader considers the needs of others rather than his or her personal needs. The leader demonstrates high standards of ethical and moral conduct and avoids using power for personal gain.
2. Inspirational motivation: The leaders inspire followers by providing meaning to the work of others through the development of a vision for the future. Team spirit and enthusiasm are encouraged as the vision for the future is communicated.
3 Intellectual stimulation: Leaders encourage innovation and creativity and question the existing state. However, there is a positive and supportive environment where new ideas and approaches are not criticised because they are different from those of the leader.
4. Individualised consideration: The needs of each individual are considered and coaching and mentoring are the norm. Development includes:
i. new learning opportunities within a supportive climate
ii. individual differences in needs are recognised
iii. a two-way communication is encouraged
iv. interactions with followers are personalised, for example, the leader remembers previous conversations
v. the leader listens effectively
vi. tasks are delegated, but supportive monitoring offered.
You might query whether the ideal of transformational leadership is normative rather than descriptive, in other words, can it/does it really _____? If it does exist, how convincing is the evidence that it works?
You might query whether the ideal of transformational leadership is normative rather than descriptive, in other words, can it/does it really exist? If it does exist, how convincing is the evidence that it works?
(who, when) saw transformational leadership as the other end of the spectrum from transactional leadership. In contrast, Bass and Avolio (1994) believe that a leader can combine elements of the transactional style and elements of the transformational style.
Burns (1978) is credited with the origins of the idea. He saw transformational leadership as the other end of the spectrum from transactional leadership. In contrast, Bass and Avolio (1994) believe that a leader can combine elements of the transactional style and elements of the transformational style.
