Leadership theories Flashcards
Tannenbaum and Schmidt (1973) continuum
Decision making (leader who tells people what to do and a leader that shares at other end )
Five domains of emotional intelligence (Goleman, 1998)
- Self- awareness - recognise own emotions
- Self-regulation - control ones own emotions
- Motivation - the drive to improve
- Empathy -
- Social Skills - helping people work together
6 types of leadership Leithwood 1999
Add date
- Instructional - key focus is learning of students, expert knowledge T&L, improving effectiveness of teachers
- Transformational - building capacity
- Moral - importance of values, morally justified actions, democratic
- Participative - sharing decision making, distributed, becomes more democratic
- Managerial (transactional)- formal, efficient to meet goals
- Contingent - variation in response of leaders - increasing capacity to respond productively to demands for change.
Instructional Leadership
Promotes the learning culture.
'Learning-centered leadership' Focuses on the student's learning above all. Fosters a learning community. Monitoring and evaluating learning, Content and delivery of curriculum, Quality of teaching and learning
Transformational Leadership
Engages with others to intrinsically motivate
Favoured in western thinking.
- driven with emotional intelligence in mind
- growth enhancing
- individualised consideration
- setting directions
- developing people
- building collaborative cultures
Distributed Leadership
Leadership is an outcome of interpersonal relationships
- trust and openness
- letting go
- creating a team culture
- growing leadership
- recognises expertise not position
Three competing roles for leaders (Gimmick 1999)
Higher order tasks designed to improve staff, student and school performance (Leadership)
Versus
Routine maintanence of present operations (Management)
Versus
Lower order duties (Administration)
Hargreaves (2004)
Initiative overload - tendency to launch more initiatives than anyone could reasonably handle.
2015 Q1
1. Drawing on your understanding of management and leadership theory, discuss how you would lead a change project in an educational institution known to you. Your discussion should consider: · Planning, · Implementation and · Evaluation stages. Justify your approach.
Planning
- participative
- collegial
- Tannenbaun & Schmidt
Implementation
- distributive
- emotional intelligence
Evaluation
2017
What do you understand by distributed, participative and democratic leadership? Reflect on your own organisation/department (or an organisation/department known to you) to demonstrate your understanding of these concepts.
Participation
- learning walks
- shared decision making
- Working group
- Shane - distributive
- emotional intelligence
- Tannenbaun & Schmidt
Distributive
- trust, openness
- letting go
- expert regardless of power - they delivered training
Democratic
- everyone has a say
- important to model to students especially where there is political oppression and low economic development
2016 Q1
Choose a leader, known to you. Drawing on literature in the field of study, reflect on and critique the leadership styles they exhibit or exhibited within their context.
Director - Managerial Leadership, changed structures and procedures
“one key leader at the apex of the hierarchy who is exercising strong leadership” (AEM010) Gewirtz (2002) authoritarian and decisions were driven by competition
changes to policy, structures and procedures.
didn’t allow staff to be part of decision making
school admissions policy
changing the ethos of the school
not sharing of decision making.
process would have taken a lot longer
communicated decisions well and linked it to the school vision.
highlighted benefits of his decisions. What he did well, was communicate why this decision
competitive market (Glatter, 2003).
By sharing this vision for the future he was demonstrating some characteristics of transformational leadership.
importance of blending characteristics from different leadership styles.
not always possible to demonstrate Participative Leadership but characteristics from Moral Leadership and Transformational Leadership are demonstrated it builds the relationship
2015 Q2
Distributed, participative and democratic leadership styles are more likely to be found in Western cultures. Comment on this statement, drawing from Leithwood’s leadership styles,as well as Hofstede’s cross cultural theory.
Distributed,
participative
Involved in decisions
Low power distance
democratic leadership
Leadership case study of learning walks
- “participative leadership style” (Leithwood 1999)
- Assistant Head & working party -teachers and middle leaders.
- sharing of decision making. In order to embed a
- quality bottom-up, “adaptive approach” (Hopkins D. , 2002).
- Harber & Davies (2005) cemented this idea to develop democratic values in schools.
- all stakeholders in decision making.
- open to all members of staff
- presented a proposal to SLT and middle leaders for consultation
- collegial approach described by Bush (2003).
- Decisions were reached by consensus.
- Fidler (2002) improvement in the quality of decisions and motivation and commitment with those involved was improved.
- The headteacher although holding authority was confident to share his power with the teachers in a collegial manner allowing the working group to lead the initiative using “knowledge power resources” (Hales, 1997).
- He used his “emotional intelligence” (Goleman, 1998) to encourage the Assistant Head to demonstrate “participative leadership” (Leithwood, K. et al, 1999) to lead this change in policy.
Caldwell 2008
Leadership and governance should focus on building on 5 areas
- Intellectual capital - teacher quality os the single most important variable influencing student achievement
- Social capital - the ability to work together for common purposes - community, parents
- Spiritual Capital - when values align teaches, parents, students will work together for school improvement and promote achievement
- Financial capital - increases in funding have had little impact on outcomes
- Governance- process of school building intellectual, social, spiritual and financial capital to achieve its goals.
