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Chapter 3: A Century’s Quest to Understand School Leadership
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Reference
Murphy, Joseph and Louis, Karen Seashore (eds.). Handbook of Research on Educational Administration (2nd ed.), San Francisco: Jossey-Bass.
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Chapter 3 Organization
I. Models of Contemporary Leadership Practice
II. Historical and Theoretical Sources of School Leadership Authority
III. Conclusions
IV. Implications for Future Research and Theory
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What is Leadership? Is there a clear, agreed-upon definition of
leadership? It is neither feasible nor desirable at this point
in the development of the discipline to attempt to resolve the controversies over the appropriate definition of leadership. Like all constructs in social sciences, the definition of leadership is arbitrary and very subjective. Some definitions are more useful than others, but there is no correct definition (p. 45).
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Think About It….
Over 60% of the authors who have written about leadership since 1910 did not
define the term.
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Lofti Zadeh: The father of fuzzy logic
The Law of Incompatibility:
As complexity rises, precise statements lose meaning and meaningful statements lose precision………………….(p. 46)
Is it even necessary to define leadership???
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Leaders in Education
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Leaders
We can identify them, but are we able to consistently define those characteristics that make them leaders? Or, does it depend on the time, circumstance, and the individual?
Is “leader” a title or a character trait?
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Models of Contemporary Leadership Practice
Consider the following journals: Educational Administration Quarterly
(EAQ) Journal of School Leadership (JSL) Journal of Educational Administration
(JEA) Educational Management and
Administration (EMA)
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Leadership Articles in 4 Journals from 1985-1995 (Table 3.1)
Journal Total Articles Leadership Articles
EAQ 174 28
JSL 182 31
JEA 159 30
EMA 201 32
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Models of Contemporary Leadership Practice
Instructional LeadershipTransformational LeadershipMoral LeadershipParticipative LeadershipManagerial LeadershipContingent Leadership/Leadership
Styles
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What is Instructional Leadership?
The behaviors of teachers as they engage in activities directly affecting the growth of students?
The way in which the principal defines the school mission, manages the instructional program, and promotes the school climate?
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Instructional Leadership
Related Terminology
Pedagogical Leadership
Strategic Instructional Leadership
Direct/Indirect Instructional Leadership
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Transformational Leadership Charismatic, Visionary, Cultural, and
Empowering concepts of leadership. Focus is on the commitments and capacities
of organizational members. Represents the transcendence of self-interest
by both leader and led. The ability of a person to “reach the souls of
others in a fashion which raises the human consciousness, builds meanings, and inspires human intent that is the source of power” (p. 49).
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Transformational v. Transactional Leadership
Relates to Power-As Relationships
Transactional Leadership: Exchange of valued Transactional Leadership: Exchange of valued things, a bargaining process.things, a bargaining process.
Transformational Leadership: A change in Transformational Leadership: A change in purpose and resources “for the better”. An purpose and resources “for the better”. An elevated sense of commitment to the goals. elevated sense of commitment to the goals.
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Moral Leadership Includes normative, political/democratic, and
symbolic concepts of leadership. Focuses on the values and ethics of a
leader….”values constitute the essential problem of leadership. If there are no value conflicts, there is no need for leadership” (p. 50).
Duigan & MacPherson (1993): Moral leadership should be “educative leadership”, i.e.. Focusing on right and wrong, not attitudes, styles, or behaviors.
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Moral Leadership Reitzuig and Reeves (1992): Cultural
leadership involves defining, strengthening, and articulating values, but leaders may manipulate culture to further their own ends.
Retinue (1994): Leadership is moral but only under certain conditions.
Lees (1995): Leadership entails a moral imperative to “promote democracy, empowerment, and social justice” (p. 50).
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Participative Leadership
Stresses the Decision-Making Processes of the Group
Focuses on Group, Shared, or Teacher Leadership.
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Participative Leadership
Participative Leadership is often associated with enhanced organizational effectiveness.
SBM is the most widely-used example of participative leadership. Administrative-controlled SBM Professional-controlled SBM Community-controlled SBM Equally-controlled SBM
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Managerial Leadership
Also referred to as Organizational leadership. Focuses on the functions, tasks, or behaviors
of the leader. Assumes that organizational members
behave rationally. Often contrasted with “visionary leadership”. Management v. Leadership.
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Managerial Leadership
Ten Managerial Tasks or FunctionsProvide financial/material resources
Maintain communication with school community
Distribute Resources
Make/Maintain policies consistent with school improvement goals
Anticipate problems Reduce disruptions to instructional program
Manage the school facility
Mediate conflict
Manage the student body
Attend to the political demands
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Contingent Leadership/ Leadership Styles
Focuses on how leaders respond to the unique organizational circumstances or problems they face.
Dimensions of Leadership style: Task v. Relationships Managerial v. Visionary Initiating structure v. Consideration Autocratic v. Facilitative
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Contingent Leadership/ Leadership Styles
This model assumes that individuals providing leadership are capable of mastering a large repertoire of leadership practices. Their leadership depends on such mastery.
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What is Authority?
1. The power to influence (Webster’s)2. The power to make decisions that guide the
actions of others (Herbert Simon)3. The willingness of some to accept the
power of another. That is, members of the organization acknowledge the legitimacy of the decisions made by some to control the decisions of others (Daniel Griffiths)
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Types of Authority
Rational/LegalTraditionalCharismaticKnowledgeExpert
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Historical Sources of Authority Tradition
Patriarchalism is by far the most important type of domination the legitimacy of which rests upon tradition. Patriarchalism means the authority of the father, the husband, the senior of the house, the sib elder over the members of the household and the sib; the rule of the master and patron over bondsmen, serfs, freed men….of the patrimonial lord and sovereign prince over the subjects (p. 56).
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Tradition
Is it rational or irrational?
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Historical Sources of AuthorityReligion
The role of the superintendent Catholic schools
Psychology Evaluation of students and teachers
Sociology Organizational Change Organizational Design
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Historical Sources of Authority Philosophy, Social Psychology, and Critical
Theory
Interest in participative and democratic school leadership.
Study of cultural authority
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The Nature of the Quest……
…..to understand school leadership:
Chaos or Complexity?
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We must view leadership in terms of:
Leaders and Followers
Organizations
Environment
Relationships
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Implications for Future Research and Theory
What are the similarities and differences among the leadership categories in terms of key relationships?
What is the nature of the influence evident in these relationships?
What are the consequences of these key relationships for followers and the organization as a whole?
Which cultural values have different conceptions of leader capacities, motives, and practices?