1920s (e.g.

Cowley and others)

leaders
get others to follow them,
take risks,
establish sound education programs,
inspire others to do their best…

Studies by Taylor & Rosenbach, Conger & Kanungo

• Concept of empowerment :
• empowering organizational members is
• enhancing their feeling of self efficacy,
• identifying conditions that make them powerless,
• removing these through formal and informal organizational practices and
• providing efficacy information
• Effective leaders empower group members by:
• Structuring tasks that members can achieve successfully and be rewarded for
that
• Convincing /persuading members verbally they can complete tasks
successfully
• Reducing tensions and building pride in the organization
• Modeling empowerment as they interact with their superiors, and thus
demonstrate what self confidence can achieve

• collective power (all members work together to achieve goals hard to reach
individually
• each making a contribution
• empowering employees means pulling them (not pushing) towards a goal
because leaders embody the vision toward which all members strive
Lipham: Leaders initiate change in establishing structures, procedures and
goals and disrupt the status quo, all for the purpose of achieving
organizational goals.
• Leaders develop good followers who
• think in terms of ‘we’ not ‘me’ and work as group
• try to help and avoid petty disputes and
• share everything (Smith).
• school mission with embedded values and beliefs (Deal, 1990) &
vision (Bennis & Nanus,1980s) & school culture (McKenzie, 1980s

• one examines leadership behavior ; another the situation in which leaders

function
• Trait studies
• Skills approach
• Behavior studies
• Situational leadership and contingency models
• Path-goal theory
• Transformational leadership
• Distributed leadership
• Group leadership (group dynamics approach and recognizing possible group
problems)

(Behavior approach):Democratic is better, more productive due to shared

decision making
• (Behavior approach): Consideration: degree to which a leader is friendly
and supportive in his behavior with subordinates
• initiating structure: degree leaders define and structure their roles and those
of subordinates toward achieving goals of the group/ institution
• critical characteristics of effective leadership: task oriented behavior,
relationship oriented behavior & participative leadership
• 1.Task behaviors: leaders planned school work, coordinated activities,
provided necessary resources, spent time guiding subordinates in setting
challenging but achievable task goals
• 3. participative leadership
• Managed both at the group and individual levels e.g.
• used team meetings to share ideas and involve all in decisions and problem
solving.
• They model team-oriented behaviors and facilitate rather than direct and
help resolve conflicts/ differences

People oriented:
- how leaders attend to people as they try to
achieve goals
- building organizational commitment & trust
- providing good working conditions
- maintaining fair salary scales
- promoting good social relations
2. team leader: high on both
• They lead by example- foster team environment where all can reach
highest potential- usually they form and lead very productive teams
 Situational:
• This theory rejects that one approach is better than another
• It proposes that the leadership approach one uses should be relative to
the situation, different situations demand different kinds of behaviors
• Continuum:
Selling style: explaining task directions in supportive persuasive way
(high on both)
In 1997, Hersey & Blanchard’s situational Leadership

Path-goal
• Was developed to describe the way leaders encourage and support their
followers in achieving present goals by
• making the path they should take clear and easy (so subordinates know
what to do) and
• removing obstacles from their path and rewarding them all along it.

• House & Mitchell (1974) describe 4 leadership styles based on the above
(provide recommendations for leaders action in various situations), e.g.
• Directive when complex unstructured tasks & inexperienced followers
(gives security & control)
• Supportive when tasks are dull , stressful…
• Participative when expert followers wo expect to give opinion, advice…
 • Achievement-oriented when high standards are expected & achieved and
complex task

Transformational
• Bernard Bass(1978) coined the term transformational leadership & defined it
as leader who affects followers, trusted, admired, respected. They transform
followers by
• Increasing their awareness of task value & impt
• Getting them to focus on team or organizational goals (not their own
interests)
• leaders go beyond simple exchanges. They have:
• idealized influence: trust and respect followers , have morals, use power to
move members towards vision
• inspirational motivation: to solve problems
• intellectual stimulation: creativity
• individualized consideration: act as mentors to higher levels of potentials
development
• Servant leadership: attends to individual growth, to realizing the
organization’s goals, to the ethical & moral effects on broader community
•
• Activating their higher order needs
• Leithwood defines it as ‘a form of consensual or facilitative power that is
manifested through other people instead of over other people’ and has 3
elements
• Collaborative shared decision making approach
• Emphasis on teacher/employee professionalism
• Understanding of change including how to encourage change in others
• Important skills necessary for trans leaders:
 • Ability to see the complete picture,
• Concentrate on continuing school improvement,
• Foster sense of ownership within school community,
• Create and work in teams
• Train in building visions
• - e.g. train in how to write elaborate statements to describe 5 year plans
• train them to show
• - greater individual consideration &
• - intellectual stimulation
• Supply trainees with information about a full range of their behaviors
•
Authentic:
- are concerned with the collective good and
- often transcend their own interests for sake of others
Dastributed leadership
– Distributing responsibilities on all admin levels
– Working in teams
– Principal shares authority & power
– BUT NOT everyone controls decisions related to school
– Rather, principals create leadership positions to allow CAPABLE
WILLING members to assume leadership
– Needs GUIDE for what level of involvement in school functions is most
appropriate

 Instructional Leadership (Bossert,1982):

 this leadership is contingent upon a climate of academic emphasis
  leaders define and communicate goals,
 monitor and provide constructive feedback on teaching,
 promote and emphasize professional development.

Video:
Collaboration
It’s a we award not a me award
Give people opportunities, authority and responsibility, something we do with
people not to people, set a level of trust in your organization, build on people’s
strengths (provide woith what they can do best, empowerment), monitor data, and
use data to drive all decisions in school, build the capacities of teachers in school,
build sense of community, incearese parent participation, strengthten parent
commitment, strategic intervention for students, strategic where you put your
resources, follow up with each students’ needs, provide opportunities for the staff
to grow, understanding the adolescent learner for six years, from elementary school
to high school ready, staff development on understanding the brain, what defines
adolescent learn, how do we teach them, fun, building teams, dealing with each
grade level differently and communicating that with staff, focusing on what is
coming out, iterdiscplinary curriculum, department meetings every week,
collectively learning and discussing, change in curriculum requires expert teachers,
staff development is embedded, on going and never stops, planning vertically
outcomes are all on the table, you have to constantly learn yourself , so if I can
model that, then there’s no excuse why we shouldn’t be doing it as a school,
Transformational – people-oriented- task-oriented- authentic – distributed
leadership – instructional leader

Distributed:
Give people opportunities, authority and responsibility, build on people’s strengths
(provide woith what they can do best, empowerment), provide opportunities for the
staff to grow

dealing with each grade level differently and communicating that with staff,
focusing on what is coming out,
iterdiscplinary curriculum, department meetings every week, collectively learning
and discussing, change in curriculum requires expert teachers,