HMEF5023 EDUCATIONAL

MANAGEMENT

THE NATURE
OF LEADERSHIP
Prepared By :
Dr Mumtaz Begam Binti Abdul
Kadir
LEARNING OUTCOMES
1. Discuss the roles of a leader;
2. Differentiate between leadership and
management;
3. Discuss the traits of effective leadership;
4. Explore the importance of a principal’s
instructional leadership;
5. Explore the role of power in leadership and the
leader-follower relationship;
6. Discuss the changing perspectives on
leadership.
INTERPRETATION OF LEADERSHIP
A leader is a person who leads a group of people
to achieve - objectives which might have been
agreed on by the followers but set by the leader or
as in a democratic organisation.

A leader plays the major role in ensuring that the

group objectives are finally realised.

A person could be termed as a leader if he

inspires, influences and motivates people to
achieve certain goals and makes constructive
changes in his organisation.
DEFINITION OF LEADERSHIP
(DU BRIN, 2001)
Interpersonal influence – communication toward
goal attainment.
Influential increment – over & above –with direction
& order.
Act that causes others to act or respond in shared
direction.
The art of influencing people by persuasion or
example.
Motivate & coordinates the organization in the
accomplishment of its objectives (Bass 1990)
A willingness to take the blame (Zaslow 1998).
LEADERSHIP
Associated with:
- interpersonal influence
- communication
- goal attainment
- motivation & coordination
- willingness to take the blame

Distinguish a leader from others.

A person has who has these qualities & practices

the role of a leader would be the natural leader.
LEADERSHIP AND MANAGEMENT
Are leadership and management the same?

Both leadership and management are about working

with people and involve influence.

Leadership is about effective goal accomplishment

and so is management.

Kotter (1998) argued that both management and

leadership are essential if an organisation is to
succeed.
Functions of Management and Leadership
Leadership Roles
Figurehead - He attends ceremonies just like the
Governor or the King in a constitutional monarchy.

Spokesperson- The representative of the organisation.

Negotiator - ability to negotiate difficult bargaining

situations especially with trade unions or for
bargaining the best deal.

Coach - help subordinates - be more effective. Tips on

human relations procedures and skills as well as
communication skills.
Leadership Roles
Team Builder - building an effective team where
team members cooperate effectively.

Team Player - to exhibit appropriate behaviours

such as abiding by the team decision.

Technical Problem Solver - responsibility of middle

managers and supervisors - to help team members
to solve their technical problems.
Leadership roles

Entrepreneur - contributing innovative ideas on

how to attract more students to enroll into courses
offered by the institute.

Strategic Planner - ensuring a healthy environment

with growth projections that are synonymous with
market demands of the future
Traits Of Effective Leadership
(Mc Ewan, 2003)
The Communicator
Communication Skills – communicate idea & instruction.

Benchmarks :
- Attend the needs of staff
- Listen & understand to grouses & opinion
- Empathize with difficulties encountered by staff
- Disclose to others
- Get the whole story
- Ask the right questions
- Say what they mean & mean what they say
- Can accept criticism
- Can give correction
- Communicate creatively
The Communicator
- Disagree agreeably
- Pay attention to parents
- Connect emotionally & professionally with staff
- Communicate with students
- Can talk to boss
- Connect in productive, helping and healing ways.
- Care enough to send the very best
- Know how to sweet talk
- Write, speak and teach
The Educator
Believe that all students can learn
Provides training & support for teachers
Creates cognitive dissonance
Establishes, implements and achieves standards
Focuses on instruction
Models continuous learning
Develops teacher leaders
Pays attention to what matters most
Creates learning communities
The Envisioner
He has a sixth sense & can sense future happenings.
He feels called to make difference.
He has resolve, goals and life vision.
Can see the invisible.
Knows where they are headed.
Has compelling visions.
Can articulate their visions & make them happen.
The Facilitator
Bonds people into community of leaders
Taps the potential of people
Says ‘We’ instead of ‘I’
Favours people over paperwork
Builds up emotional bank accounts – understanding,
appreciating & affirming
Cultivates his own well-being
Values diversity
Shares the ‘Power Pie’
Accentuate the positives of his followers
Promotes parental involvement
Celebrate – success – motivate students
Spend time with students – interest - welfare
The Change Master
Can handle uncertainty & ambiguity
Respects resisters – handle difficult & delicate
situation.
Are futuristic
Uses situational approach
Knows the power is within oneself.
Values the process
Plans for short-term victories
Procure resources
Trusts his team
Willing to change
A motivator
Understand the whole change process
The Culture Builder
Understand & appreciate the power of culture
Knowing what a good culture looks like
Facilitating the development of core values
Communicates these values clearly
Rewards & cheers those who support & enhance
the culture
Build a culture that people choose
Knowing the small stuff is really the big stuff.
The Activator
Mobilizes people
An entrepreneurial leader
Doesn’t wait to be told
Risk taker
Asks for forgiveness rather than permission
Runs to daylight
Doesn’t micromanage
Makes things happen
Outrageous
Cheerleader
The Producer
Believe that achievement is the bottom
line
Never mistakes activities for
achievements
Is data driven
Pays attention to individual students
Has academically focused mission
Makes research-based decisions
Holds teachers accountable.
The Character Builder
He is human
He is trustworthy
He has integrity
He is authentic
He is respectful
He is generous
He hires staff members with character
He is consistent in his words & actions
He leads by example
He seeks to develop the character of
students.
The Contributor

Leads by serving others

Self-aware & reflective
A good steward
Has strong wills
The contributor pays attention to details and this
trait ensures that nothing is missing or misplaced.
LEADERSHIP AND POWER
Power is fundamentally inherent in the leadership
process.

Leadership definitions make references to

influencing followers, where some source of
power is arguably needed to be able to influence
others.

Power has never been strongly featured in the

study of leadership due to its negative
connotations of abusive and bad leadership.
Three Sources of Power
Power – A Focus on Individuals
Power is described as the ability of an individual or
group to influence another individual or group.

This is linked to different mechanisms of

influencing, such as coercive, remunerative and
normative.

This view of power is behavioural as it focuses on

the individual’s use of power and interaction with
others.
Power – Shared Leadership
Recognition given to distributed leadership, the focus of
power has shifted from the individual to that of equal
distribution between leaders and followers (Gordon,
2011).

Arises a totally different way of looking at the relationships

between the leader and the followers.

Shared leadership, or often known as distributed

leadership, is practised when subordinates are given the
opportunities to make decisions that affect them in the
organisation.
Changing Perspective On Leadership
Leader Behaviour Description Questionnaire (LBDQ)
studies which were started at Ohio State University in the
1940s.

Four major findings that emerged from the Ohio State

University LBDQ studies (Halpin, 1966).

(a) Initiating structure and consideration are

fundamental dimensions of leader behaviour

(b) Effective leader behaviour tends most often to be

associated with frequent behaviours on both
dimensions.
(c) Superiors and subordinates tend to evaluate the
contributions of the leader behaviour dimensions
oppositely in assessing effectiveness. Superiors
tend to emphasize initiating structure;
subordinates are more concerned with
consideration.

(d) Only a slight relationship exists between how

leaders say they should behave and how
subordinates describe that they do behave.
The Four Major Findings
The common ground between the leaders and their
subordinates are limited and they have very little in
common to share.

Leaders seemed to emphasize on initiating the structure

while the subordinates are more concerned with
consideration.

If both sides go different ways then the relationship stops

to function and the organization breaks down.

Organization to run smoothly to achieve its objectives, the

common ground for both sides to interact actively must
be broad enough so that both sides would perceive that
their interests were taken care of. Only then the leadership
becomes effective.
The New Leadership
Charismatic
Leadership
Transactional
leadership
Transformational
leadership
Instructional
Leader
Moral
leadership
Charismatic
Leadership
Strong & intense loyalty
to leader
Does not differentiate
between good & evil
Emerged during crisis
Charismatic Leadership
House (1977) defined charismatic leadership as
distinguishable from other leadership by its
characteristics.
Charismatic leaders are characterised by
dominance, self-confidence, need to influence
and strong conviction in the moral correctness
of their beliefs.
These charismatic leaders would be able to bring
about positive changes in society to achieve their
visions successfully, if their policies and visions are
based on a sound philosophy and principles.
Personality Traits – House & Howell
(1992)

Achievement orientation
Creative & innovative orientation
Very energetic & has a high level of involvement
Self-confidence
A need for social influence
Taking high risk & deep work involment
Nurturing, sensitive socially and considerate towards
followers.
Shamir & Howell (1999) Charismatic
Leadership
Emerge and be effective in weak situations.

The likelihood of having a charismatic leader in a

developed democracy is most unlikely, because people
have all the basic needs and have no threats within
their society.
Charismatic Leaders Behaviour –
Conger & Kanungo (1988)

Future vision
Managing impressions
Making self-sacrifices
Taking personal risks
Modeling behaviour for followers to imitate
Engaging in conventional behaviour for followers
to imitate
Sharing power
Transactional & Transformational
leadership
TRANSACTIONAL TRANSFORMATIONAL
Motivates the followers Goes beyond exchanges
by exchanging rewards & inducements for
for the services rendered desired performance &
(Burns 1978). product/services

Giving followers things Built commitment &

they want in exchange for empower followers (Yukl,
things leaders want 1998)
(Kuhnert & Lewis 1989)
Transactional Leadership
According to Burns (1978) transactional leaders motivate their
followers by exchanging rewards for the services rendered.
In an organization, the employees and the employers do
barter trading where the services and goods rendered by the
employees are exchanged for the wages at the end of the
month.
Transactional leadership mode is applied to schools, the
leaders recognize what the followers want and the leader
tries to provide them.
In exchange for the reward the teachers will provide their
services through teaching and involvement in the co-
curricular activities.
Kuhnert & Lewis (1987) summarized transactional leaders as
giving followers things they want in exchange for things
leaders want.
Transformational leadership
( Qualities of effective leaders)

According to Yukl (1998) transformational leaders build

commitment to the organization’s objectives and
empower followers to achieve those objectives.

Define the need for change

Create new visions & muster commitment to the visions
Concrete on long term goals
Inspire followers to transcend their own interest to
pursue higher-order goals
Change their organization to accommodate their vision
Mentor followers to take greater responsibility.
Transactional & Transformational
Leaderships - Same Continuum
In the process of leadership, the practise of transactional
leadership is the beginning of a higher form of leadership
namely transformational leadership which is at the higher
end of the same continuum.
When an organisation has become more effective through
transactional leadership, it is a sign that the organisation
could be positively transformed further through the
implementation of transactional leadership.
The source of transformational leadership is in the personal
values and beliefs of the leaders
- lead to a strong desire to transform the organization
- sustain the momentum needed to achieve the
strategic objectives.
Four I’s – Bass (1988)
Bass (1998) views transformational leaders go beyond
transactional leaders by employing the four I’s.
Idealized Influence
When transactional leaders would move further
within the same continuum to become
transformational leaders they have to go some
steps further.

The influence that they want to have on their

followers should be strong enough so that the
followers would idealise it and would out of their
free will follow the footsteps taken by these
transformational leaders.
Inspirational & Intellectual Motivation
The motivation that they devise is of a type that
inspires them intellectually and the experience that
the followers have is individualised.

Individualized Experience
The experience would be more meaningful through the
individualised process.
Instructional Leaders

A critical role of a school leader is that of an

instructional leader.
The principal’s responsibility to create an
environment and develop a school climate that
facilitates quality instructional programmes
conducive to providing the very best instructional
practices
The principal to forge a partnership with
teachers with the primary goal of the
improvement of teaching and learning.
The 10 Job Functions of an Instructional
Leader
Domain 1
Define the
goals

Domain 3
Developing Domain 2
positif
learning Managing
climate Instructional
Program
10 FUNGSI KEPIMPINAN INSTRUKTIONAL
DOMAIN FUNGSI

Mendefinisikan Merangka matlamat

matlamat sekolah
sekolah Menyampaikan matlamat
sekolah

Mengurus Penyeliaan dan penilaian

program instruksi
Menyelaras kurikulum
instruksional
Memantau perkembangan
pelajar

Melindungi Masa
Instruksional (MMI)
Mewujudkan Mengekalkan ketampakan
iklim Menyediakan insentif
pembelajaran kepada guru
yang positif Membudayakan
Perkembangan Profesional
Menyediakan insentif kepada
pelajar
 ent2
signm
As

Themes that represent different aspects of

the challenges faced by principals in
instructional leadership
Teacher Professional Development signment2
As
and Support

This theme encompasses challenges related to the

continuous improvement and support of teaching staff.
It may include issues such as providing relevant professional
development opportunities, mentoring new teachers,
addressing teacher burnout, and fostering a culture of
ongoing learning among educators.
Can you describe your approach to helping teachers grow and
improve in their roles?
What strategies do you use to support and mentor your teaching
staff?
How do you promote a culture of continuous learning among
educators in your school/institution?
Bolehkah tuan menerangkan pendekatan tuan untuk membantu
guru berkembang dan bertambah baik dalam peranan mereka?
Apakah strategi yang tuan gunakan untuk menyokong dan menjadi
mentor tenaga pengajar tuan?
Bagaimanakah tuan menggalakkan budaya pembelajaran
berterusan dalam kalangan pendidik di sekolah/institusi tuan?
Curriculum and Instructional signment2
As
Alignment:
This theme focuses on challenges related to curriculum
development and alignment with standards,
As well as ensuring that instructional practices align with the
intended curriculum.
It may include addressing curriculum gaps, adapting to
changing educational standards, and balancing standardized
testing requirements with a broader educational vision.
How do you ensure that what is taught in your school/institution
aligns with state or national educational standards?
Can you discuss any challenges you face in ensuring that classroom
instruction is aligned with the intended curriculum?
What steps do you take to make sure that the curriculum remains
relevant and effective for students?
Bagaimanakah tuan memastikan bahawa apa yang diajar di
sekolah/institusi tuan sejajar dengan standard pendidikan negeri
atau kebangsaan?
Bolehkah tuan membincangkan sebarang cabaran yang tuan hadapi
dalam memastikan pengajaran dalam bilik darjah sejajar dengan
kurikulum yang dihasratkan?
Apakah langkah yang tuan ambil untuk memastikan kurikulum kekal
relevan dan berkesan untuk pelajar?
 ent2
Data-Driven Decision-Making and signm
As

Assessment:

This theme encompasses challenges associated with using

data to inform instructional decisions and assessing student
performance effectively.
It may involve difficulties in interpreting assessment data,
implementing data-driven interventions, and balancing the
need for accountability with the need for a holistic approach
to education.
Do you use data, such as student test scores or classroom
assessments, to guide your decision-making in the school/institution?
How do you identify areas where students may be struggling, and
what actions do you take based on this information?
Are there any challenges you encounter when using data to improve
teaching and learning outcomes?
Adakah tuan menggunakan data, seperti markah ujian pelajar atau
penilaian bilik darjah, untuk membimbing tuan membuat keputusan
di sekolah/institusi?
Bagaimanakah tuan mengenal pasti kawasan di mana pelajar mungkin
menghadapi masalah dan apakah tindakan yang tuan ambil
berdasarkan maklumat ini?
Adakah terdapat sebarang cabaran yang tuan hadapi semasa
menggunakan data untuk meningkatkan hasil pengajaran dan
pembelajaran?
 Stakeholder Collaboration and signment2
As
Communication:
This theme revolves around challenges related to fostering
collaboration and maintaining effective communication with
various stakeholders, including teachers, parents, students,
and community members.
It may include issues such as bridging communication gaps,
managing conflicting interests, and building trust among
stakeholders.
How do you involve teachers, parents, students, and the community
in decision-making processes at your school/institution?
Can you share examples of successful collaborations or initiatives
that have involved various stakeholders?
What communication challenges have you encountered when
working with different groups of people within your educational
community?

Bagaimanakah tuan melibatkan guru, ibu bapa, pelajar dan komuniti

dalam proses membuat keputusan di sekolah/institusi tuan?
Bolehkah tuan berkongsi contoh kerjasama atau inisiatif yang berjaya
yang melibatkan pelbagai pihak berkepentingan?
Apakah cabaran komunikasi yang tuan hadapi semasa bekerja dengan
kumpulan orang yang berbeza dalam komuniti pendidikan tuan?
 School Culture and Climate: nment2
Assig

This theme addresses challenges related to creating and

maintaining a positive and inclusive school culture and
climate.
It may include issues such as fostering a sense of belonging,
addressing bullying or discipline problems, and promoting a
respectful and safe learning environment.
How do you create a positive and inclusive environment for students
and staff in your school/institution?
Can you describe efforts you've made to ensure that your
school/institution is a safe and welcoming place for everyone?
Have you encountered any difficulties in maintaining a positive school
culture, and if so, how have you addressed them?

Bagaimanakah tuan mewujudkan persekitaran yang positif dan

inklusif untuk pelajar dan kakitangan di sekolah/institusi tuan?
Bolehkah tuan menerangkan usaha yang telah tuan lakukan untuk
memastikan sekolah/institusi tuan adalah tempat yang selamat dan
mesra untuk semua orang?
Pernahkah tuan menghadapi sebarang kesulitan dalam mengekalkan
budaya sekolah yang positif, dan jika ya, bagaimanakah tuan
menanganinya?
 Resource Allocation and signment2
As
Budgeting:

This theme focuses on challenges related to managing limited

resources effectively.
It may encompass issues such as budget constraints,
equitable distribution of resources among classrooms, and
making decisions about resource allocation that align with
instructional priorities.
How do you decide where to allocate resources, such as funding,
personnel, and materials, to best support teaching and learning?
What challenges have you faced in managing the budget effectively,
and how have you addressed these challenges?
Can you share examples of decisions you've made regarding resource
allocation that have had a significant impact on your
school/institution?
Bagaimanakah tuan membuat pengagihan peruntukkan sumber, seperti
pembiayaan, kakitangan dan bahan, untuk menyokong pengajaran dan
pembelajaran yang terbaik?
Apakah cabaran yang tuan hadapi dalam mengurus belanjawan dengan
berkesan, dan bagaimanakah tuan menangani cabaran ini?
Bolehkah tuan berkongsi contoh keputusan yang telah tuan buat
mengenai peruntukan sumber yang mempunyai kesan yang besar
kepada sekolah/institusi tuan?
 Teacher Evaluation and Assignment2

Accountability:

This theme explores challenges associated with teacher

evaluation processes and ensuring accountability for student
outcomes.
It may include issues such as providing constructive feedback,
addressing underperforming teachers, and balancing
evaluation with support and professional growth.
Do you have processes in place to evaluate teacher performance and
ensure accountability for student outcomes?
What methods or criteria do you use to assess teacher effectiveness,
and how do you provide feedback?
Have you encountered any challenges in teacher evaluation and
accountability, and how have you managed them?

Adakah tuan mempunyai proses untuk menilai prestasi guru dan

memastikan akauntabiliti untuk hasil pelajar?
Apakah kaedah atau kriteria yang tuan gunakan untuk menilai
keberkesanan guru, dan bagaimana tuan memberikan maklum balas?
Pernahkah tuan menghadapi sebarang cabaran dalam penilaian dan
akauntabiliti guru, dan bagaimanakah tuan menguruskannya?
 Parent and Community signment2
As
Engagement:
This theme centers on challenges related to involving parents
and the broader community in the educational process.
It may include issues such as increasing parental
involvement, addressing community concerns or
expectations, and building partnerships with local
organizations and businesses to support education.
How do you involve parents and the local community in supporting
the education of students in your school/institution?
Can you share successful strategies or initiatives aimed at enhancing
parental and community engagement?
What difficulties have you experienced in fostering strong
partnerships with parents and the community, and how have you
overcome them?
Bagaimanakah tuan melibatkan ibu bapa dan masyarakat setempat
dalam menyokong pendidikan pelajar di sekolah/institusi tuan?
Bolehkah tuan berkongsi strategi atau inisiatif yang berjaya yang
bertujuan untuk meningkatkan penglibatan ibu bapa dan komuniti?
Apakah kesukaran yang tuan alami dalam memupuk perkongsian
yang kukuh dengan ibu bapa dan komuniti, dan bagaimanakah tuan
telah mengatasinya?
Moral Leadership

Compliment and strengthen transformational leadership

is termed Moral leadership. (Sergiovanni 1991)

What motivates and inspires leaders and followers to

work in extraordinary ways?
Is it for the money rewards?
Moral Leadership
Moral authority which is based on sacred authority
would make a leader walk the extra mile.

The leader is willing to do the ordinary chores such

as cleaning the toilets as he believes in ‘leadership
by example’ which is the basis for moral
leadership.

In other words his motivation is intrinsic in nature.

His rewards do not come from worldly things but
in the hereafter.
SCHOOL SETTING
Collegiality among the teachers will be an important
characteristic of moral leadership.

Collegiality is a professional virtue where it comes from

within the teachers themselves

By building shared values, empowerment in all areas of

concern, collegiality among all staff members would make
schools more effective and whatever transformation that
the school desired would achieve its targets.

Transformational leadership with the principles of moral

values would probably make the leader and the
organization more effective.
SUMMARY
Leadership is associated with interpersonal influence,
communication, goal attainment, motivation and
coordination and willingness to take blame.

The distinction between leadership and management

is critical but to be effective, an organisation needs to
be nourished by both competent management and
leadership.

The nine roles of a leader are figurehead,

spokesperson, negotiator, coach, team builder, team
player, technical problem solver, entrepreneur and
strategic planner.
SUMMARY
This topic looked into the leader from a solo perspective,
based on the great man theory, where leadership is seen
to be practised by one person who occupies the top
position.

An effective leader possesses 10 traits: a skilled

communicator, an educator, an envisioner, a facilitator, a
change master, a culture builder, an activator, a
producer, a character builder and a contributor.

The idea of leadership as an influence process evolved

from the solo leader concept when leadership is viewed
as charismatic, transformational and transactional.
SUMMARY
Moral leadership is considered important and by
incorporating moral values and beliefs,
transformational leadership would be more
potent.

Instructional leadership is an important leadership

style in education setting. It is linked to student
achievement and school performance.

The leader who exercises position, power and

influence in leadership differentiates the types of
leadership.
Thank
you
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