Educational leadership is the process of enlisting and
guiding the talents and energies of teachers, pupils, and
parents toward achieving common educationalaims. This
term is often used synonymously with School
leadership in the United States and has
supplanted educational management in the United
Kingdom. Educational leadership
theories borrow from business management principles. In
the United States and other developed nations, leadership
models from the business world were adapted to fit the
educational setting. Since schools and their communities
are diverse and change over time, theories regarding the
role and function of educational leaders have likewise been
reformed and remodeled.
A profession is something a little more than a job, it is
a career for someone that wants to be part of society, who
becomes competent in their chosen sector through
training; maintains their skills through continuing
professional development (CPD); and commits to behaving
ethically, to protect the interests of the public.
The Merriam-Webster dictionary defines
professionalism as "the conduct, aims, or qualities that
characterize or mark a profession or a professional person";
and it defines a profession as "a calling requiring
specialized knowledge and often long and intensive
academic preparation."
The role of a teacher is to use classroom
instruction and presentations to help students learn and
apply concepts such as math, English, and science.
Teachers prepare lessons, grade papers, manage the
classroom, meet with parents, and work closely with school
staff. However, being a teacher is much more than just
executing lesson plans. In today's world, teaching is a
multifaceted profession; teachers often carry the roles of a
surrogate parent, class disciplinarian, mentor, counselor,
bookkeeper, role model, planner, and many other related
roles. Elementary school teachers play an important role in
the development of students. What students learn in
their formative years can shape the men and women they
will become.
Educational leadership is the process of enlisting and
guiding the talents and energies of teachers, pupils, and
parents toward achieving common educationalaims. This
term is often used synonymously with School leadership in
the United States and has
supplanted educational management in the United
Kingdom. Educational leadership
theories borrow from business management principles. In
the United States and other developed nations, leadership
models from the business world were adapted to fit the
educational setting. Since schools and their communities are
diverse and change over time, theories regarding the role
and function of educational leaders have likewise been
reformed and remodeled.
A profession is something a little more than a job, it is a
career for someone that wants to be part of society, who
becomes competent in their chosen sector through training;
maintains their skills through continuing professional
development (CPD); and commits to behaving ethically, to
protect the interests of the public.
The Merriam-Webster dictionary defines professionalism as
"the conduct, aims, or qualities that characterize or mark a
profession or a professional person"; and it defines a
profession as "a calling requiring specialized knowledge and
often long and intensive academic preparation."
The role of a teacher is to use classroom
instruction and presentations to help students learn and
apply concepts such as math, English, and science. Teachers
prepare lessons, grade papers, manage the classroom, meet
with parents, and work closely with school staff. However,
being a teacher is much more than just executing lesson
plans. In today's world, teaching is a multifaceted
profession; teachers often carry the roles of a surrogate
parent, class disciplinarian, mentor, counselor, bookkeeper,
role model, planner, and many other related roles.
Elementary school teachers play an important role in the
development of students. What students learn in
their formative years can shape the men and women they
will become.
Education is a process and product Education is a process and product
Education is the process of facilitating learning, or
the acquisition of knowledge, skills, values, beliefs,
and habits. Educational methods include storytelling,
discussion, teaching, training, and directed research.
Education is neither a good nor a service. ... But, for
the sake of argument, let's assume that education is
a product and that parents are customers. Anyone
who has ever purchased something knows that the
quality of a product is inextricably linked to the
manner in which it is produced.
characteristics of effective teacher
1. The ability to develop relationships with their
students
2. Patient, caring, and kind personality
3. Knowledge of learners
5. Engaging students in learning
has positive expectations for student success. Excels at
classroom management.
1.education is formal process whereas
knowledge is informal experience.
2.Education is acquired through the formal institutions
like school, colleges and universities, whereas
knowledge is gained from the real life experiences.
3.Hence education is a process of gaining knowledge
for some useful application whereas knowledge is
facts acquired from good education, peers,
consultations and extensive reading.
4.education is taught by the teachers to the students
while knowledge is gained by itself or is self driven
TeacherRoles:
1. The Controller: The teacher is in complete charge
of the class, what students do, what they say and how
they say it. 2. The Prompter: The teacher
encourages students to participate and makes
suggestions about how students may proceed in an
activity. 3. The Resource: The teacher is a kind of
walking resource center ready to offer help if needed,
or provide learners with whatever language.
4. The Assessor: The teacher assumes this role to
see how well students are performing or how well they
performed. 5. The Organizer: Perhaps the most
difficult and important role the teacher has to play. 6.
The Participant: This role improves the atmosphere
in the class when the teacher takes part in an activity.
Education is the process of facilitating learning, or
the acquisition of knowledge, skills, values, beliefs,
and habits. Educational methods include storytelling,
discussion, teaching, training, and directed research.
Education is neither a good nor a service. ... But, for
the sake of argument, let's assume that education is
a product and that parents are customers. Anyone who
has ever purchased something knows that the quality of
a product is inextricably linked to the manner in which
it is produced
characteristics of effective teacher
1. The ability to develop relationships with their
students
2. Patient, caring, and kind personality
3. Knowledge of learners
5. Engaging students in learning
has positive expectations for student success.
Excels at classroom management
1.education is formal process whereas knowledge
is informal experience. 2.Education is acquired
through the formal institutions like school, colleges and
universities, whereas knowledge is gained from the real
life experiences. 3.Hence education is a process of
gaining knowledge for some useful application
whereas knowledge is facts acquired from good
education, peers, consultations and extensive reading.
4.education is taught by the teachers to the students
while knowledge is gained by itself or is self driven
TeacherRoles:
1. The Controller: The teacher is in complete charge
of the class, what students do, what they say and how
they say it 2. The Prompter: The teacher encourages
students to participate and makes suggestions about
how students may proceed in an activity. 3. The
Resource: The teacher is a kind of walking resource
center ready to offer help if needed, or provide learners
with whatever language. 4. The
Assessor: The teacher assumes this role to see how
well students are performing or how well they
performed. 5. The Organizer: Perhaps the most
difficult and important role the teacher has to play. 6.
The Participant: This role improves the atmosphere
in the class when the teacher takes part in an activity.
Nature of Teacher Education
1) Teacher education is a continuous process and its pre-
service and in-service components are complimentary to
each other. According to the International Encyclopedia of
Teaching and Teacher education (1987), ―Teacher
education can be considered in three phases : Pre-service,
Induction and In-service. The three phases are considered
as parts of a continuous process. 2) Teacher education
is based on the theory that ―Teachers are made, not
born‖ in contrary to the assumption, ―Teachers are born,
not made.‖ Since teaching is considered an art and a
science, the teacher has to acquire not only knowledge,
but also skills that are called ―tricks of the trad.
Teacher education is broad and comprehensive. Besides
preservice and in-service programmes for teachers, it is
meant to be involved in various community programmes
and extension activities, viz adult education and non-
formal education programmes, literacy and development
activities of the society. 4) It is ever-evolving and
dynamic. In order to prepare teachers who are competent
to face the challenges of the dynamic society, Teacher
education has to keep abreast of recent developments and
trends. 4 5) The crux of the entire process of teacher
education lies in its curriculum, design, structure,
organization and transaction modes, as well as the extent
of its appropriateness. 6) As in other professional
education programmes the teacher education curriculum
has a knowledge base which is sensitive to the needs of
field applications and comprises meaningful, conceptual
blending of theoretical understanding available in several
cognate disciplines. However the knowledge base in
teacher education does not comprise only an admixture of
concepts and principles from other disciplines, but a
distinct ‗gestalt‘ emerging from the ‗conceptual
blending‘, making it sufficiently specified. 7) Teacher
education has become differentiated into stage-specific
programmes. This suggests that the knowledge base is
adequately specialized and diversified across stages, which
should be utilized for developing effective processes of
preparing entrant teachers for the functions which a
teacher is expected to perform at each stage. 8) It is a
system that involves an interdependence of its Inputs,
Processes and Outputs.
: Nature of Teacher Education :
1) Teacher education is a continuous process and its
pre-service and in-service components are
complimentary to each other. According to the
International Encyclopedia of Teaching and Teacher
education (1987), ―Teacher education can be
considered in three phases : Pre-service, Induction and
In-service. The three phases are considered as parts of
a continuous process. 2) Teacher education is based
on the theory that ―Teachers are made, not born‖ in
contrary to the assumption, ―Teachers are born, not
made.‖ Since teaching is considered an art and a
3) science, the teacher has to acquire not only knowledge,
but also skills that are called ―tricks of the trad.3)
Teacher education is broad and comprehensive.
Besides preservice and in-service programmes for
teachers, it is meant to be involved in various
community programmes and extension activities, viz
adult education and non-formal education
programmes, literacy and development activities of the
society. 4) It is ever-evolving and dynamic. In order to
prepare teachers who are competent to face the
challenges of the dynamic society, Teacher education
has to keep abreast of recent developments and trends.
5) The crux of the entire process of teacher education
lies in its curriculum, design, structure, organization
and transaction modes, as well as the extent of its
appropriateness. 6) As in other professional education
programmes the teacher education curriculum has a
knowledge base which is sensitive to the needs of field
applications and comprises meaningful, conceptual
blending of theoretical understanding available in
several cognate disciplines. However the knowledge
base in teacher education does not comprise only an
admixture of concepts and principles from other
disciplines, but a distinct ‗gestalt‘ emerging from the
‗conceptual blending‘, making it sufficiently specified.
7) Teacher education has become differentiated into
stage-specific programmes. This suggests that the
knowledge base is adequately specialized and
diversified across stages, which should be utilized for
developing effective processes of preparing entrant
teachers for the functions which a teacher is expected
to perform at each stage. 8) It is a system that involves
an interdependence of its Inputs, Processes and
Outputs.
various types of teacher leadership
1. Servant Leadership …….Servant Leadership takes
the focus from the end goal to the people who are being led.
There is no sense of self-interest on the part of the leader, who
steps back and supports only the interests of the followers.
Guidance, empowerment and a culture of trust are hallmarks
of this style of leadership. A servant leader puts complete trust
in the process and in his or her followers, assuming that those
within the organization will align with its goal. The primary
issue with servant leadership is that it’s not viable on an
organizational level, in large part because it does not keep its
eye on the prize. With the focus being so entirely upon the
needs of the people within the organization, the goal of the
organization is nearly completely lost and therefore not
attained. 2. Transactional Leadership……………..Give
and take is the hallmark of transactional leadership – it is
indeed modeled just like a business transaction. Of course the
employer/employee relationship is largely transactional as is.
Employers need work done and employees do that work in
exchange for money. That “quid pro quo” (“something for
something”) is the heart of the workplace, and everyone is
generally happy with this arrangement, but it only works if
everyone involved sees it that way. In education, there is often
more at stake for employees who quite often understand their
jobs to be more than just a simple exchange of services for
money, but rather see their higher purpose. Money is therefore
not the motivating factor. 3. Emotional Leadership Where
transactional leadership was concerned primarily with the
exchange of goods and services, emotional leadership is
concerned with the feelings and motivations of followers. It
takes the focus completely to the other side of the spectrum –
demanding that leaders be emotionally intelligent themselves
and then to motivate through the use of that emotional
intelligence. Emotional leadership and transformational
leadership have a great deal in common with each other. With
emotional leadership, the leader taps into their emotional
center in order to find the path to guiding their followers.
4. Transformational Leadership …..Transformational
leadership takes from each of the other kinds of leadership its
best qualities and then uses those, along with a deep sense of
shared purpose, to motivate subordinates. While the other
forms of leadership focus on one singular aspect or another,
transformational leadership takes a broad view of the issues
surrounding leadership and then uses those as a driving force
for meeting the overall goals of the organization. For
education in particular, transformational leadership offers the
best of everything – from tapping into the emotions of workers
to offering the compensatory core that is the case for all forms
of business, to guiding from a place of support.
various types of teacher leadership
1. Servant Leadership …….Servant Leadership takes the
focus from the end goal to the people who are being led. There
is no sense of self-interest on the part of the leader, who steps
back and supports only the interests of the followers. Guidance,
empowerment and a culture of trust are hallmarks of this style
of leadership. A servant leader puts complete trust in the
process and in his or her followers, assuming that those within
the organization will align with its goal. The primary issue with
servant leadership is that it’s not viable on an organizational
level, in large part because it does not keep its eye on the prize.
With the focus being so entirely upon the needs of the people
within the organization, the goal of the organization is nearly
completely lost and therefore not attained. 2. Transactional
Leadership……………..Give and take is the hallmark of
transactional leadership – it is indeed modeled just like a
business transaction. Of course the employer/employee
relationship is largely transactional as is. Employers need work
done and employees do that work in exchange for money. That
“quid pro quo” (“something for something”) is the heart of the
workplace, and everyone is generally happy with this
arrangement, but it only works if everyone involved sees it that
way. In education, there is often more at stake for employees
who quite often understand their jobs to be more than just a
simple exchange of services for money, but rather see their
higher purpose. Money is therefore not the motivating factor.
3. Emotional Leadership Where transactional leadership was
concerned primarily with the exchange of goods and services,
emotional leadership is concerned with the feelings and
motivations of followers. It takes the focus completely to the
other side of the spectrum – demanding that leaders be
emotionally intelligent themselves and then to motivate
through the use of that emotional intelligence. Emotional
leadership and transformational leadership have a great deal in
common with each other. With emotional leadership, the leader
taps into their emotional center in order to find the path to
guiding their followers. 4. Transformational Leadership
…..Transformational leadership takes from each of the other
kinds of leadership its best qualities and then uses those, along
with a deep sense of shared purpose, to motivate subordinates.
While the other forms of leadership focus on one singular
aspect or another, transformational leadership takes a broad
view of the issues surrounding leadership and then uses those
as a driving force for meeting the overall goals of the
organization. For education in particular, transformational
leadership offers the best of everything – from tapping into the
emotions of workers to offering the compensatory core that is
the case for all forms of business, to guiding from a place of
support
 Teaching as a Profession

1. It Essentially Involves an Intellectual Operation:Since teaching involves arousal of interest in teaching learning process, it

requires an intellectual operation. The teacher evolves a suitable plan of action to carry out teaching by creating a conducive and

supportive learning environment to achieve the pre-specified objectives, i.e. bringing desirable changes in the behaviour of the

learners. ----------2.It Draws Material from the Spectrum of Science: Teaching is not only an art but also a science. As an art it

propels teachers to acquire some skills which are called “tricks of the trade”. As such, a teacher needs to be trained properly in

order to achieve some objectives.From the stand point of science, it goes through certain steps which are followed in the training

of a teacher. -----------------------3 It Transforms Raw-material into a Practical and Definite End: Learners are prospective raw-

materials in teaching profession. They are prepared to teach with efficiency and effectiveness for the larger interest of society

which has varied expectations. They are trained into a practical and definite end by means of providing right knowledge and

practical training in teaching and other pedagogical course----------------4. It Possesses an Educationally

Communicable Technique: An important characteristics of teaching as a profession is its nature of science. As teaching

is a science, teaching techniques are systematic and have certain steps to be followed. It is easily communicable for its wide

application.---------------5 It Tends towards Self-Organisation: It demands sensitivity of personnel involved in

teaching activities towards growth and development of profession. So, they are self-organised by evolving a definite

mechanism to sustain and promote the standards of teaching profession --------6. It Basically Performs a Social

Service:A nation or a society marches forward on the track of development if teachers serve in a better manner to effect

changes in various ways. Teaching infuses a sense of service in the minds of teachers, because teaching is essentially a social

service. Self-interest recedes giving way to general interest. It accords high premium on social service-the crux of profession

7. It Has A Lengthy Period of Study and Training: Another chief characteristic of teaching is that this profession requires

a lengthy period of study and training. In other words, a person willing to take up this profession has to study for a

number of years and acquire mastery over the contents of the subject matter. After this, he/she has to pursue

training in teaching skill and method

8. It Has A High Degree of Autonomy: Autonomy is free from any form of intervention. Any form of intervention in teaching

activities is not brooked right from planning of activities, identifying instructional objectives, development of curriculum, and

transaction of curriculum, evaluating student’s performance, framing of admission and promotion rules to organisation of co-

curricular activities.