Leadership in School

Group 3
 “Leadership is a social process in which and individual or a group
influencer behaviour towards a shared goals”

• Leadership distributed widely in organization both formally and

informally and has rational social and emotional.
The Nature of Administrative Work
• Kyung Ae Chung and Cecil Miskel summarize the major findings :

Administering is feverish and consuming

School leader rely on verbal media
Administrator activities vary widely
Managerial work is fragmented
Trait Approach to Leadership
• Aristotle thought that individuals are born with characteristic that
would make them a leader. The conception that the key factors in
determining leadership are inherited produced the so-called trait
approach of leadership.
• Bass (2008) assume that leaders were generally regarded as a
superior individual who, because of fortunate inherited or social
circumstance, possessed qualities and abilities that differentiated
them from people in general.
Early Trait Research
• Ralph and Stogdill (1948) classified the personal factors associated
with leadership in two following five general categories
1) Capacity (intelligence, alertness, verbal facility, originality and
judgement)
2) Achievement (scholarship, knowledge, athletic, acoomplishment)
3) Responsibility (dependability, initiative, persistence, aggressiveness,
self confidence, desire to excel.
4) Participation (activity, social ability, cooperation, adaptability,
humor)
5) Status (socioeconomic position, and popularity)
 Recent Perspective on Leadership Traits and
Skills
Traits and skills associated with effective leadership

PERSONALITY MOTIVATION SKILLS

Self-confidence Task and interpersonal needs Technical

Stress tolerance Achievement orientation Interpersonal

Emotional maturity Power needs Conceptual

Intergrity Expectations

extroversion Self-efficacy
Situations and Leadership
• Organizational properties of the organization– size, hierarchical
structure, formalization, technology
• Role characteristic-- type in difficulty of task procedural rules content
performance expectation, power
• Subordinate characteristic– education, age, knowledge, and
experience, tolerance, responsive, responsibility
• Internal environtment– climate, culture, openness, participation level,
group atmosphere, values and norms
• External environment– complexity, stability, uncertainly, resource,
dependency and instituationalization.
Recent Perspective On Leader
Behavior
Recent Perspective On Leader Behavior
• Blake and Mouton’s (1985) hyphothesis : the most effective leader
are high on both production and people concerns.
• Yukl (2002) notes that Blake and Mouton suggest a situational aspect
with the idea that behaviors must be relevant to the situation to be
effective.
• However, they never actually state specific generalizations linking
appropriate behaviors to different situations.
• Yukl (2002, 2010) developed a three-category framework of leader
behavior.
Three-Category Framework of Leader Behavior
Relations oriented
Task-oriented behaviors Change-oriented behaviors
behaviors
Clarifying roles, planning Supporting, developing, Scanning and interpreting,
and organizing operations, recognizing, consulting, external events,
monitoring organizational and managing conflict. articulating an
functions. attractivevision, proposing
innovative programs,
appealing for change,
creating a coalition to
support and implement
changes.

• In sum, appropriately applying or balancing different types of behaviors for

varying situations is fundamental to enhancing leader performance.
Leadership Effectiveness
• Three types of effectiveness outcomes
Effectiveness Indicators for Educational Leaders
Personal Organizational Individual
Perceived reputation Goal attainment Satisfaction
Self-assessment Performance

• Indicator of leadership effectiveness :

1. Subjective judgements
2. The satisfaction of organizational participants

• The relative levels of school goal achievement also define the effectiveness of
educational leaders
Contingency Models of
Leadership
Contingency Models of Leadership

Traits and Skills

of Leader
Leader Behavior Effectiveness
Characteristiics
of the
Sittuation

Note :
• Traits and skills of the leaders and characteristics of the situation combine to
produce leader behaviour and effectiveness.
• Situational factors directly impact effectiveness.
Contingency Models of Leadership

Contingency Models
of Leadership

Instructional Fiedler’s Contingecy Subtitutes of Distributed

Leadership Model Leadership Leadership

“Contingency approaches seek to specify the conditions or situational variables that

moderate the relationship of leader traits and behaviors to performance”
(Bryman, 1996)
 Instructional Leadership
• Instructional leadership emphasizes the improvement of teaching and
learning in school’s technical core.

• Instructional leaders attempt to change such school factors as

curricular content, teaching methods, assessment strategies, and
cultural norms for academic achievement.

Contingency Models of Leadership

 Instructional Leadership
• Alig-Mielcarek and Hoy (2005) provided a simplified model of instructional
leadership, which encompassed three leadership functions :
- Defining and communicating goals.
- Monitoring and providing constructive feedback on teaching.
- Promoting and emphasizing professional development.

• These three elements form a single second-order construct called instructional

leadership, which produced a reliable and valid measure called Instructional
Leadership Scale

Contingency Models of Leadership

 Fiedler’s Contingency Model of Leadership
Lacking a behaviour component, the least preferred co-worker model uses :

Leadership Situational
Style Control Efectiveness

Contingency Models of Leadership

 Fiedler’s Contingency Model of Leadership
Leadership style, measure by The Least Prefered co-worker (LPC) scale.
- The LPC score indicates the extentto which the individual choose a priority, task
motivated or relationship motivated.

Contingency Models of Leadership

Situationel Control
- Define by three powers; position power, task structure, leader-
member relations.

Effectiveness
• - The extent to which the group accomplishes its primary task.
 Fiedler’s Contingency Model of Leadership
• Fiedler developed three propositions for his contingency theory :
 In high-control situations, task-oriented leaders > relationship
oriented leaders.
In moderate-control situations, relationship-oriented leaders > task-
oriented leaders.
In low-oriented control situations, task-oriented leaders >
relationship oriented leaders.

• Leadership effectiveness is contingent upon matching the appropriate

leadership style with the situation.

Contingency Models of Leadership

 Subtitutes for Leadership Model
• Subtitutes are things that make person-oriented and task-oriented
behaviour unnecessary and redundant.
• Subtitutes replace or reduce leader’s ability to influence the attitude,
perceptions, or behaviors of follower.

Factors that potentially act as leader subtitutes

• Characteristics of subordinates
• Characteristics of the task
• Characteristic of the organization

Contingency Models of Leadership

 Distributed Leadership
• Distributed leadership embraces leadership by teams and groups.
• Distributed approaches challenge the common assumption that one
person has to be in charge to make change happen (Heller and
Firestone, 1995).
• Distributing leadership means distributing power (Gronn and
Hamilton, 2004).

Ex : school organization (office administrators, principals, teachers, staff

members, consultants, parents, student, etc).

Contingency Models of Leadership

TRANSACTIONAL LEADERSHIP
• Motivite followers by exchanging rewards for services randered for
example, a principal provides new instructional materials or increased
planning time to teachers so they can institute a new curricular
program.
• Transactional leadership have three component
(Antonakis, Avolio, sivasubramaniam,2003) :

. Contigent Rewards
leadership
Active management-by-
exception
Pasive management -by-
expection.
Contigent rewards leadership : provides folowers with
rewards contingent on the followers performance. In
other words this subtype of leadership behaviour
give followers things they want exchange for this
leaders want.
Active management-by-exception
• Leaders maintain haigh levels of vigilance to ensure that standards
are met.
• Leaders actively monitor permormance and take corrective action as
problem become apparent.
Pasive management -by- expection
• leaders fail to intervene until problem become
serious.
• These leaders wait to take action until after mistakes
or other performance problems have hapenes and
are called to their attention.
TRANSFORMATIONAL LEADERSHIP
• Transformational leadership is an expansion of transactional
leadership that goes beyond simple exchange and agreements.
• Transformational leaders are proactive, raise the awarenss levels of
followers about inspirational colective interests, and help followers
achieve unusually high performance outcomes.
• Idealized influence build trust and respect in followers
and provides the basis for accepting radical and
fundamental changes in the ways individuals and
organizations do their work
• These leaders display conviction about important
issues; exhibit high standards of ethical and moral
conduct, sharing riskds with followers in setting and
attaining goals; consider the needs ward accomplising
their mission, vission and cause, but never for
personal gain.
• As a result, trasformational leaders are admired,
respected, and trusted
Teory and Research about Transformational
Leadership
Bass (1998) and Avolio (1999) contend that transactional ladership
forms the basic of sustainable leadership system.
• If leaders stand by their many transactions with followers, over time
the people come to trust their leaders.
• Transformational leadership does not replace transactional leadership
but does augment or expand its effects on followers motivation,
satisfaction,and performance.
• Bass,1985a, 1998) observes that transfirmatonal leadership is seen
when leaders stimulate others to view their work from new
perspectives, generate an awareness of the mission or vision of the
organixation, develop colleagues and followers to higher levels
ability and potential, and motivate them to look beyond their own
interests to word those that will benefit the group.
Situtional factor
• Bass and Riggio (2006) explicitly acknowledge that
there is no one best way to led and that situational
factors can influence the effectiveness of leaders.
• Crisis situation are highly important. For leaders to be
effective in crisis conditions.
• Situational conditions that likely influence the
emergence and success of both transactional and
transformational leadership include stability of the
external environment, organization structure and
culture, public or private sector, task and goalss, and
distribution of power between leaders and
followers.
• Research
Likewise, Bass (1998) concludes that research evidence clearly
demonstates that transformational son to transactional leadership, he
belives that transformational leadership generates greater
subordinate effort,commitment, and satisfaction.
• Building on the ideas of burns and Bass, Leithwood (1994) uses the
transformational and transactional leadership concepts to formulate
an eght-dimension model for educational settings.
Building school vision

Establishing school goals

Providing intelectual stimulation

Offering individualized support

modeling best and practices and

important organizational
Demonstrating high performance
expectations

Creating a productive school culture

Developing structure tures to foster

participation in school decisions
Servant Leadersip
• The servant leadersip attends to individual growth, to realizing the
organization goals, and to the ethical and moral effect on the broader
comunity.
• Leaders need to think of them selves as servant building relationship
and forging an ethical comunity
• Pyramid on servant ledership placemant of leaders at the bottem and
followers on the top.
• Servant leadership the leader supports the organization and the
responbility for action is dispersed across the organization.
• Servant leadrship stands on “seven pilar” ; personal caracter, poeple
first, skilled communication, compassionate collaboration, foresight,
system thingking and moral authority.
• Servant leadership focuses direct energy on growing and achieving
worker aspirations. This mindset likely to show it self in cooperative
and creativ bhavior that exceeds minimum expectations.
Evolutary Leadership Theory
• The basic premise of this descriptive theory is
that leadership and followership emerged
during the course of human evolution The
foundations of the theory developed 2 million
years ago on the African savannah.
A Few Definitions
• A leader is someone who is able to exert social influence on others to achieve a
mutual goal; leaders get others to cooperate in the pursuit of a common
objective.
• A follower is one who coordinates his or her actions with another or who
relinquishes individual autonomy for someone or something (e.g., a cause or
idea).
• The dark triad is a set of personality traits—narcissism, Machiavellianism, and
psychopathy
• Natural leaders are those who pilot their organizations in a way that is consistent
with the biases of ancestral psychology.
• Adaptation is a trait or behavior that has evolved over millions of years because
of its immense reproductive benefit
Assumptions
• The theory assumes that the psychology of leadership and
followership emerged in our species as a response to the
challenges of survival and reproduction.

• Leadership has three important functions: it binds groups; it

helps the group learn new things, and it teaches rather how
to lead.
Hypotheses (Consider how our evolved leadership
psychology is at odds with the modern world as exemplified
by the following:)

• Forcing multiple responsibilities on people who' have proved competent in one

area overwhelms many as they attempt to lead in diverse situations.

• Trusting and selecting people who look like us and avoiding those who do not is
unsuited to contemporary leadership demands

• Gender bias is in part a function of the time our species spent on the savannah;
Men lead, not women.

• Military men often become political and corporate leaders

Evolutionary leadership theory also predicts that
individuals are more likely to follow leaders :

(1) when group unity is under threat,

(2) when subordinates don't know what to do
or think,
(3) when subordinates aspire to leadership.
Analysis
Increasingly, leaders need to learn how to shift their pattern of
leadership as they interact with followers up the ladder of commitment
from subordinates to supporters to loyalists to apprentices to disciples.
Different types of followers require different kinds of leaders; for
example, leaders need to be a source of inspiration for disciples, a
teacher for apprentices, a defender for loyalists, a figurehead for
supporters, and a provider for subordinates.
Leadership Recommendations from
Evolutionary Leadership Theory
1. Avoid over-romanticizing leadership
2. Anchor yourself in roles for which you have expertise
3. Make informality a virtue.
4. Favor and honor followers.
5. Exercise distributed leadership
6. Beware of the salary gap
7. Select leaders with demonstrated competence
8. Avoid nepotism.
9. Don't judge leaders by their looks.
Thanks You!