School leadership in recent times has involved more and more time and consideration as schools are being made held responsible for significant changes in the outcomes of students learning (Leithwood & Riehl, 2005, p. 12). With pressures coming from all levels of government, Principals are not the only ones being held accountable to the outcomes of students (Leithwood & Riehl, 2003). Davis (2012) identifies strongly with this as middle executive roles and teachers within a school are being required
scholar Peter Drucker “management is doing things right; leadership is doing the right things” (Flagello 2009, p.127). There in lies the difference, management is about implementation and leadership is about deciding which course of action to take. Leadership is about the ability to influence, motivate, and stimulate those you lead while considering their input and the objective (Bass 1985). However, just as it is with management, leadership is affected by both the situation and resources presented
Generating momentum for change can be innovative or challenging. The Change Leadership Group believes the successful leadership of transformational improvement process in schools and districts require sharpening capacities in two quite different directions at the same time: 1) Leaders need to see more deeply into why it is so hard for our organizations to change, even when there is a genuine, collective desire to do so. More than just seeing why, leaders need to learn how to take action effectively
Introduction According to Empowering Learners: Guidelines for School Library Media Programs (American Association of School Librarians, 2009), “The school library media program is built by professionals who model leadership and best practice for the school community” (p. 45). This leadership role is a new one for school librarians; earlier guidelines documents (AASL, 1988; AASL, 1998) embedded leadership activities within the roles of information specialist, instructional consultant or partner
E. (2014). The relationship between transformational leadership, perceived leader effectiveness and teachers ' job satisfaction. Journal of Educational Administration, 52(4), 528-509. Research problem, questions, or hypotheses Even though there is evidence suggesting that transformational leadership positively affects specific educational outcomes, there is limited systematic research that has been undertaken to study the link that transformational leadership has with educational outcomes. With the
development (Slavich & Zimbardo, 2012). Educational theories are the guiding principles by which school leaders assess their performance and leadership skills in order to determine which theory is pertinent to the exploration of an educational phenomenon such as, teachers’ perception of teacher training in assistive instructional technology for
Introduction Schools are influenced by varied internal and external factors in a constantly changing environment (Navickaite & Janiunaite, 2012). There is a growing consensus among stakeholders that the current progression of education must change drastically. Educational policy makers and leaders are examining an array of school improvement efforts, including rigorous curriculum; alignment of state and national standards and organizational restructuring. According to Fullan (2001), the more complex
1.1 Background of the Study Leadership is an important factor in managing change in organizations (Sarros & Santora, 2001). Leadership is one of the most vital success factors in organization (Murphy & Ensher, 2008). At any time in history of any community, there has always been a great leader and leadership has always been practiced (Leech & Fulton, 2008). For all successful organizations, there has been an effective leader who is able to mobilize all the resources in the organization to achieve
Essay Do leadership styles have an impact on employee attitude, performance, retention, and ultimately customer satisfaction? According to John Smith, former CEO of Marriott Corporation, “you can’t have happy customers served by unhappy employees” (Hesket, et al, 1997 as cited in Emery & Baker, 2007). Furthermore, the competitive nature of business has required companies to turn their attention to customer service and satisfaction (Emery & Baker, 2007). Three articles comparing leadership styles and
hold in the United States public schools. Indeed, Brown (2011) argues that the new responsibility of principals was to challenge the two dominant themes of racial and class discrimination prominent during the 20th century history of schooling. Groups that had been largely marginalized in schools—people of color and of low-SES—began to seek equity and inclusion of voice in our school systems (Tyack & Hansot, 1986). One method for principals to restructure schools was through their responsibility as