Faculty of Education and Society

School of Education
EPDM15 - Leading Organisational Effectiveness in Education
and Teaching.

Name: Amira Omar Ismail Omar

Student Number: 169039950

How can the leadership of “Future Builder Factory” improve the

effectiveness of communication between the school and the parents?

Word count: 4029

Submission Date: 7th August, 2019

Student Name: Amira Omar Ismail Student Number: 169039950 1

Introduction:

Every organization has its own culture, which takes lengthened time to be created and well established. For school
cultures to develop, not only time is needed but also great effort should be exerted to construct the vision and mission of
the school and it should be manifisted in every single detail in the school. As stated by Dongjiao (2015) that school
culture has the influence to endorse school’s improvement and to compete efficiently in the learning community.

Deal and Peterson (2016) proposed that educators, students and community associate in supreme ways to the symbols,
signals, logos, artifacts and architecture of a school. They suggested that effective leaders pull all those elements together
to construct robust culture. Moreover, they added that the school’s mission and vision function as a ground to its culture.
Where school’s mission and vision create and mirror what the school plan to achieve and it varies from one organization
and another.

At “Future Builder Factory” culture is manifested in all the symbols, signals, artifacts and architecture. It has been
established for fifteen years. Senior and Fleming (2006) claim that change in organisational culture is normally happening
under the influence of internal and external factors. Where it is taking place hurriedly nowadays. And they suggested that
it is changing according to PEST (Political, Economic, Socio-Cultural and technological factors) (Appendix 1).

However, any culture should be consistently assessed, evaluated and amended if needed. Consequently, before deciding to
change any organisational culture, an assessment should be done to plan the change and how it will be implemented.
Goldman (2008) was cited in Schein (2017) claiming that deciphering an organisational culture is vital, in order to decide
the change. This can be carried out by questionnaires and surveys, which could be subjective as claimed by Gray (2018).
So it could be augmented by interviews and participant observation as agreed by Bell and Waters (2014).

Notwithstanding the fact that well established organisational culture is hard to be modified, which ties with Schein (1990)
who was cited in Woodsworth and Penniman (2014) claiming that organisational culture is extremely resistant to change.
However, he suggested that change can happen if the agenda is clearly communicated among the whole team as well as it
should have meaningful roles and improved mission and vision which worth the change.

Fullan (2007) proposes that the crucial concern for a successful change is not by introducing a sequence of diverse
innovations, however, by changing the organisational culture, so that the progressing change becomes the acknowledged
norm rather than a unique event (Fullan 2004, cited Sunderland University 2019, Module 15 Unit 2)

School Culture:

In our school, which has been running for fifteen years now and is growing enormously every year, which is the case with
most school in the district. This ties with Baradei & Amin (2010) who were cited in Waite and Bogotch (2017), that the
Education in Egypt is the largest in Middle East and North Africa. The school culture emerges in all the school details,
starting from the campus, school spirit and atmosphere. Zhao Zhongjian was cited in Dongjiao (2015) suggesting that
school culture is values, thoughts and behaviour woven together. Due to the large number of students, parents, teachers
and administrators, communication has been negatively affected. Where messages have failed to be delivered
appropriately between parents and school.

Student Name: Amira Omar Ismail Student Number: 169039950 2

In addition, here in the Middle East parents are so demanding and inquisitive about every single detail happening in
school. They are not satisfied with the newsletters they receive weekly. Most of them call the school enormous times to
ask more questions. And this happens for many reasons, one of them is that some parents are not fluent in English so they
cannot read the sent newsletters. A proposed solution was introduced for this issue, that we started to send English and
Arabic versions of the weekly newsletter.

Others are not satisfied enough with the information sent, so they try to call to understand more. Which bothers the
administrators and receptionists receiving large number of phone calls requesting the same information which has been
sent to them earlier in the weekly newsletter. Moreover, some important messages frequently failed to be delivered, from
the school to the parent or vice versa. One of the reasons for the later issue, is that some students have full time working
parents, so sometimes those written messages are delivered to their nannies or house keepers, who usually miss delivering
them to the parents. At this point many miscommunication issues have aroused. The school management requested from
the software company to update the E-Learning Hub emailing system, where they couldn’t meet this demand by the end
of the year. However, they promised that they will be introducing an android and IOS application by next year, which will
allow the messages to be instantaneously delivered to and from the parents, without the chance of being lost for any
reason. In some other cases, the student’s parents are divorced, where the kids can split their week among them. And
again the written messages could get lost in between. Hopefully, the mobile application messaging system will solve this
problem as well, were both parents will be consistently receiving the messages on their mobile phones.

That was a driving force to start implementing new leadership strategies innovations. Consequently, I started assessing the
qualities of the organization, in order to decide about the most convenient leadership strategy. This was done by carrying
out a SWOT analysis and suggesting a development plan, where I have been thinking of using different leadership
strategies to implement various techniques to overcome the existing issues.

The leadership style which has been taking place at “Future Builder Factory” was the “Laissez Faire (LF) Transactional
Leadership”. This is a passive style of leadership that exhibits lack of being involved with the followers (Hickman 2010,
cited Sunderland University 2019, Module 15 Unit 2). However, Tschannen-Moran (2004) was cited in Davids and
Waghid (2017) stating that when the leader manage to engage all team members in the community, this can give the sense
of ownership to them and sustain their commitment to the vision and mission of the organization.

In our organization “Future Builder Factory”, different strategies of leadership are applied according to their department
suitability. In the administration department, the controller leadership is obvious where it focuses on the efficiency of the
process. It is more of a management style, where systems are built, goals are created and people are directed to achieve
those goals (Etzioni’s 1961 taxonomy of control, cited Sunderland University 2019, Module 15 Unit 1).In this leadership
strategy there is no room for collaboration or sharing ideas. This type is fitting in this department as there is no place for
various point of views and ideas.

On the other hand, in our Math department, the leadership style is a blend of an invisible leader and Ubtuntu leadership.
The invisible leader side of the head of department is consistently emphasizing on the common goal of the department and
not seeking recognition by anyone. This type of leader is always motivated and passionate to achieve the common purpose
of the department (Hickman 2004, cited Sunderland University 2019, Module 15 Unit 2).

The Ubtuntu leader side is represented in the group work on the common goal of the department. Where the team
members consider collaboration, integrity of the process and understanding among them as vital in the outcome (Hickman
2010, cited Sunderland University 2019, Module 15 Unit 2). This leadership strategy blend in the Math department is
serving the common goal.

Student Name: Amira Omar Ismail Student Number: 169039950 3

In our Science department, the transformational leadership strategy is consistently motivating all team members to work
with their full potential for many reasons. In addition, the team members have clear and achievable goals. They are also
supported by individual coaching. Leaders in this case motivate their followers by making them aware of the importance
of the task outcome , as well as activating their higher-order needs (Yuki, 2006, cited Sunderland University 2019,
Module 15 Unit 2).This type of leadership is serving the common goal of the Science department.

Organisational Culture Change:

As mentioned by Schein (2017) that changing an organisational culture can go through four stages, starting with finding
the identity and role of all parties, this will be followed by who will have authority and influence. At this stage all team
members will recognise how they will deal with each other. This will take the process to the third stage, where all parties
will believe in their variation in character and demands, opposing to the idea of homogeneity. At this point stage four will
take place, where they will all be focused on task accomplishments and common targets.

In our organization case, the issues of miscommunication were obvious and provoking enough for me as a researcher to
start working on solving those issues as soon as possible. This was manifested in frequent parents’ complaints about not
receiving messages appropriately and not having replies for their delivered written or verbal inquires. On the other hand
subject teachers who are teaching the same group of students have failed to communicate important academic,
behavioural and social information about their students properly.

So following the idea of the four stages organisational culture change, a special type of leadership is needed to manage the
expected challenges of resistant team members. This echoes with (Leading Real Organisational Change, 2015) citing
Kotter (1996) stating that the main problem with organisational change is the behaviour of people not the strategy or
system or culture.

A strategic leadership style was chosen to be implemented in this organization, bearing in mind all the internal and
external factors, as well as there should be a clear view of the purpose and directions of the organization. Moreover, the
strategic leader should guarantee the ownership of all the staff and this could be done by involving them in designing the
strategy (Johnson et al 2008, cited Sunderland University 2019, Module 15 Unit 4).

To change “Laissez Faire Transactional Leadership” to a blend of “Strategic and Transformational Leadership” it needed
an effort and time, following the eight step model of Kotter (1996), which focuses on social process (Kotter, 1996, cited
Sunderland University 2019, Module 15 Unit 5) (Appendix 2)

By starting this process by (Appendix 2.1) will guarantee the acknowledgment of the organisational status, which may
ensure the credibility of the plan to be designed. Thereafter, forming a league through (Appendix 2.2), ensuring that the
team members are aware of the importance of achieving the common goal. Where (Appendix 2.3) is a must. At the same
time, motivating the team to fulfill (Appendix 2.4, 2.5). As a team leader, I should carry out (Appendix 2.6, 2.7, 2.8)
effectively through using the leadership qualities.

Lynch (2018) claimed that strategic leadership could be evolutionary, revolutionary, adaptive or reconstructive. And my
plan is to follow the evolutionary strategic leadership type, to ensure the smooth transition from one leadership style to
another and especially because they are totally different.

Student Name: Amira Omar Ismail Student Number: 169039950 4

Sood, Peart and Mistry (2018) declaring that leadership imperatives are to be acquainted with all the team members
potential, to pick and choose the suitable leadership style, to carefully decipher the current organization status, to be fully
aware of all the possible external factors and to ensure effective collaboration between all team members. This ties with
Sykes (2014) who highlighted the importance of the leader’s core values and guiding principles to match his/her
leadership thoughts, beliefs and deeds.

In “Future Builder Factory”, most of the team have been working together for two years under my leadership. This has
helped a lot, where we know how to collaborate together for the welfare of the common goal to be achieved as an end
product. Punctual department meeting has been taking place to discuss all arising issues and suggesting solutions for it in
a sense of a collaborative leadership. The main agenda for the first couple of meetings were mainly to listen to the team
members concerns and discuss them in a collective attitude to suggest a plan to get to the bottom of solving them. This
echoes with Bennett (2003) who cited Gardner stating that leadership is fulfilling a group goal not with only the leader’s
work but also by the work of all the team members.

Following Top-down change (Sunderland University 2019, Module 15 Unit 3) advocates a methodical path that view an
entire developmental change which will have a positive impact on the whole organization. However, some resistant
employees are expected to be an obstacle. So a pilot run took place with a coaching type of leader among one year group
teachers to apply, evaluate and readjust if needed to be implemented again. This ties with Turek (2017) proposing that
pilot runs reduce the risk of failure and can improve the process itself. Stressing on the different suggested ways of
communication among school members and between school and parents. Furthermore, following up with their effective
usage.

Dealing with the resistant member of staff which I have in the department was hard at the beginning, however, by sharing
the common goals and targets of the department, and listening to this member of staff with interest had helped a lot to
overcome the rebellious attitude. Edmonds (2019) suggested that to handle a resistant team member, you should not just
forcefully impose the new rules. Instead, try to reach them by explaining why there’s a new implemented standards to be
applied and how it matches the organisation’s mission and vision.

Berberick et al (2017) declared the importance of negotiation between the leader and team members stating that it can
have a spontaneous, bottom line impact on the organization, if the negotiation tactics are followed carefully (Appendix 3).
He added that by being aware of your team needs and interests and managing to create consensus, it can be a win-win
situation that will help in building the relationship.

As a cooperative and strategic leader (Head of Science Department), I decided to talk to my team and inspire them to
achieve our targets and that is by communicating with each one of them according to their perceptions.

Leadership and Management in “Future Builder Factory “:

As stated by Pashiardis and Johansson (2016) that school leaders should be greatly aware of how tangled is the system
and the human nature of the team members. They have to familiarize themselves with all the anticipated problem that they
may face. Leadership and management should be balanced in conducting any organization effectively. This ties
with Kotter (1990) who was cited in Woodsworth and Penniman (2014) stating that leadership is involved with
inspiring and motivating employees. On the other hand, management is involved more with the effectiveness of
the process and meeting their targets. However, the most successful leaders who can lead and manage
effectively at the same time.
Student Name: Amira Omar Ismail Student Number: 169039950 5
Law and Glover (2000, p.11) were cited in O'Brien (2015) stating that:

Ultimately, leaders and managers achieve little on their own, whether on the basis of charisma or hard work: effective
managers and leaders are those surrounded by effective followers and collaborators.

Initially, I was not greatly aware of the different strategic leadership approaches. At the beginning, it was more of a trial
and error process emerged from learning through experience. However, by time the successful methods were replicated
and repeated and the ones who turned to be unsuccessful were discarded. I was more of a therapist, messiah leader blend.
Where my main tools were motivating my team members to ensure having a better product. Most of the approaches I used
were instilled from my own personality. Seeing myself as a sociable leader with charisma had helped me to mingle with
my team smoothly and productively. In addition, it has helped me to lead the planned change easily in the organization.
This echoes with Lynch (2018) who defined the strategic leadership as the capability to tailor the organisation’s decisions
and convey great value over time, not only individually but also by motivating and leading others in the organization.

It was stated that the aspects of inspiring leaders, such as being an icon or a pioneer, can be obtained over time. The
leadership qualities, ranging from assigning targets to developing staff to being an efficient communicator, can be learnt.
And even the most vital characteristic of an inspiring leader is the ability to make an emotional connection with all team
members is achievable, by building on crucial stamina in your own personality and leadership approach. (Inspiring
Leader, 2019)

As a Head of Science Department for the first year, I needed to ensure that I am building a good relationship with my
team to have good rapport with them, where I felt that would be the strong foundation which I will build everything on
top. This ties with Tracy (2014) claiming that a strategic leader should focus on his/her forces. My forces were the human
element, where most of them were passionate about their jobs and they wanted to improve the Science department
performance. House and Mitchell (1974) were cited in Bennett (2003) stating that leaders are principally obligated to
assist their followers to acquire the skills which will help them attaining their goals.

As a start, I assigned qualitative and achievable goals for my team members to give them the sense of mission as
mentioned by Tracy (2014). At the same time I was consistently instilling purpose for their jobs and focusing on personal
individual growth and self-actualisation. This is done by using the 4 “As” stated by Tracy (2014) , where appreciation and
showing attention to their work is consistently maintained. As well as admiring their passion for their work and showing
approval to what they are doing as long as it is fulfilling the goals assigned to them. By those means, all team members
has managed to work hard as they saw and believed in the leaders’ vision and values. Leading my team by example was
one of my strengths, as I have been modelling exactly what I need them to do. Before asking them to listen to me and do
what they are asked to do, I listened to them and had always gave them time to speak up any issues bothering them. In
addition, I was always keen on discussing their performance regularly. This was claimed by Horstman (2016) that
communicating regularly with the team members about their performance can help in improving it and it will give them
the sense of being crucial to the organization. The reason I use those approaches in leading as it is matching my
personality and beliefs as well. Where I believe that appreciated employees will consistently reach their full potential to
achieve their goals and impress their respected leaders as well.

Student Name: Amira Omar Ismail Student Number: 169039950 6

Development Plan Critical Analysis:

In my development plan (Appendix 4), the main target was (Appendix 4.1). However, they will be communicating with
the parents as well. As researched by Miller (2018) that successful entrepreneurial leaders prioritise to Communicate and
be able to share the vision, mission, and strategies with staff, students and parents, in a way that reassures actions and
confidence.

Pauley and Pauley (2009) share the importance of training the team members on process communication and ensuring
they know their common goal to work toward it. Therefore, my main concern is to make sure that the teachers who teach
the same group of students are fully aware of their needs and this will be guaranteed by (Appendix 4.2). This echoes with
Berberick, Lindsay and Fritchen (2017) claiming that efficient communication is more about listening and inquiring
employees thoroughly to obtain clarity and ownership of their suggestions. This communication process will be affirmed
by (Appendix 4.3).

By applying (Appendix 4.4) we ensured that all the teachers teaching the same group of students are communicating their
data effectively. On the other hand it was guaranteed by (Appendix 4.5, 4.6, 4.7, 4.8).

As stated by Levy Shankman, Allen and Miguel (2015), that leadership is complex and the relationship between
consciousness of self, others and context are continuously changing (i.e. what works today can fail tomorrow and vice
versa). Hall (1998) was cited in Bush and Coleman (2000) stating that leaders role are not only to share their vision, they
are also obligated to follow up with implementing their vision, evaluating it as well and they should be ready to deal with
all the expected obstacles. One of those obstacles was communicating effectively with the bus matrons and convincing
them that (Appendix 4.9) is extremely important. In addition, the software company couldn’t meet our demand for
updating the E-Learning email system (Appendix 4.10).

Riggio et al (2008) arguing that followers and leaders are both serving a common purpose, instead of the ancient idea of
one-up, one-down perception of leader-follower relationship. Accordingly, an exceptional meeting was done to give
feedback to those bus matrons to illuminate the importance of their cooperation by conveying the verbal and written
messages from the parents effectively. And making sure that those messages are delivered to the right person properly.
This feedback is given in a positive way and after couple of weeks in order to appear as guidance instead of criticism
(Horstman, 2016)

Some obstacles have faced us as a team when the E-Learning Hub got hacked and we lost all the messages communicated
among us. Then we decided to save a printed copy of the messages circulating between teachers teaching the same group
of students. Moreover, the use of (Appendix 4.11) has helped in communicating students’ progress with their parents
throughout term one and two. Adding to this, the new initiative (Appendix 4.12) has ensured that the parents are fully
aware of their kids’ progress in each subject throughout the year. This continuous feedback had helped them to follow up
with their academic needs, if support at home or attention was needed to be offered to their kids.

In order to ensure that the specific goals and tasks are achieved, (Appendix 4.13) is carried out and data are collected and
critically analysed to decide the effectiveness of the newly implemented leadership style. As the first year to do this
survey, the results are showing that the various ways on following up with the effective communication between parents
and school has immensely improved. In addition, by applying (Appendix 4.14), this has ensured that the follow up on the
efficiency of communication has taken place, despite my sick leave absence, delegates have managed to monitor this
process during my absence.

Student Name: Amira Omar Ismail Student Number: 169039950 7

Conclusion:

As mentioned earlier that changing organisational culture is hard and challenging. Consequently, when strategic
leadership was implemented according to deciphering the organization. First intended strategies were used according to
plans, however after a while of implementation, emergent strategies appeared (like having an exceptional meetings with
the bus matrons, suggesting new ways of communication…..etc.), which aroused from bottom-up initiatives and
adaptation to the plan which has been put into action (Johnson et al, 2008 and Davies et al, 2006, cited Sunderland
University 2019, Module 15 Unit 4)

According to the various data collected from all team members, as well as the questionnaires and surveys done with
parents about the effectiveness of the communication this year. And even the informal chats between teachers in the
staffroom. The expected outcomes of the impact of leadership styles to improve the effectiveness of communication
between school and parents has been shown. Where less miscommunication complains have been received by the end of
the year. However, the development plan time constrain was one of the drawbacks. My development plan intention was to
carry out incremental change as evolutionary strategic leadership type (Harris 2008, cited Sunderland University 2019,
Module 15 Unit 4).

However, for communication tools, a more reliable process has been proposed by the management by the end of the year,
to be used next year. And that was after what happened with the E-Learning Hub. They are planning to implement it in a
pilot run manner, where they will start with the admission department first.

Finally, leading organisational change has taught me a lot about dealing with anticipated problems and that effective
leaders should be good team players as leadership is an essential factor in improving the purpose and strategy of
organisations (Lynch, 2018).

Student Name: Amira Omar Ismail Student Number: 169039950 8

Appendix 1:

Student Name: Amira Omar Ismail Student Number: 169039950 9

Appendix 2:

Appendix 2.1

Appendix 2.2

Appendix 2.3

Appendix 2.4

Appendix 2.5

Appendix 2.6

Appendix 2.7

Appendix 2.8

Student Name: Amira Omar Ismail Student Number: 169039950 10

Appendix 3:

Student Name: Amira Omar Ismail Student Number: 169039950 11

Student Name: Amira Omar Ismail Student Number: 169039950 12
Student Name: Amira Omar Ismail Student Number: 169039950 13
Student Name: Amira Omar Ismail Student Number: 169039950 14
Student Name: Amira Omar Ismail Student Number: 169039950 15
Student Name: Amira Omar Ismail Student Number: 169039950 16
 Appendix 4:

Strategic Wider Specific Timescale Responsibility Monitoring

Objective for
Objective Goal or for Resources Success and
Completion Allocated
Task Completio Criteria Evaluation
n

Appendix To be By the end Led by Senior Appendix 4.2 Appendix 4.4 Appendix 4.5
4.1 aware of of Term 2 Management
the Team (SMT) Sharing data To have all the Recorded
To make students’ and supported during weekly subjects teachers meeting minutes,
sure that needs and by meetings involved in E-learning Hub
teachers understand Community teaching key stage and emails.
who teach what do Professional three classes
the same attend the weekly Appendix 4.6
they Development
classes are demand for Team (CPDT) meetings with the Written feedback
communic the progress reports from class
ating teaching- with a checklist
Insuring teachers when
effectively learning about the level of
continuity needed and
for the process to engagment of
of learning requested.
welfare of happen certain students,
by
the effectively who needs follow Appendix 4.7
developing
students and this up, to be shared
communica Having a record
and are will happen and analysed by
tion even of all verbal
fully through all teachers
strategies. feedback of
aware of weekly key involved.
their parents through
stage
phone calls or to
Student Name: Amira Omar Ismail Student Number: 169039950 17
 academic, meetings. bus matrons or
social and even staff room
psycholog An continuous
ical needs. inteligence discussions.
analysis
profile will Appendix 4.8
be done by
each class Class teachers
teacher to can take feedback
all the from students
students in during the form
the class, time in the
which will morning.
be shared
between all
subject
teachers
who teach
this class.

A progress
report with
a checklist
about the
level of
engagment
of certain
students,
who needs
follow up
from
different
teachers.

To Constructin By the end -Led by Sharing data To involve the Getting back to
strengthen g a clear of Term 2 Senior during weekly teachers, parents and
the parent student Management meetings receptionists and communicating
teacher profile , Team (SMT) bus matron in with them
relation by which and supported communicating through
communic should be by effectively addressed letters
ating communica Community together, i.e. in the student’s
effectively ted with Professional parents will be link book and
together to their Development aware of every emails.
insure the parents Team (CPDT) academic or social
students’ through issue concerning
progress. Teacher- -Receptionists their kids, any
and bus Appendix 4.13
Parents updates for
matrons who
Student Name: Amira Omar Ismail Student Number: 169039950 18
 meetings are involved positive or Doing a survey
(scheduled in passing on negative monkey with
or normal messages and incidence. parents at the end
end of term memos. of the year about
ones) This will insure the effectiveness
that messages are of the
A written passed on from communication
feedback school to parents tools this year.
will be and vice versa Where their
collected appropriately. results could be
from the compared versus
receptionist the parents
s every concerns at the
other week beginning of the
to trace the year.
phone calls
recieved
from
parents.

Appendix
4.9

Messages
verbally
conveyed
to the bus
matrons
will be
delivered
to class
teachers
daily.

Aimming
to monitor
the
students’
needs
along the
year which
will insure
their
academic
and social
progress.

Appendix

Student Name: Amira Omar Ismail Student Number: 169039950 19

 4.11

This could
be guided
by
individualis
ed target
sheet for
each
student,
which is
provided to
parents at
the end of
term one,
alongside
the parents’
concerns
(discussed
with class
teachers)
from the
first parent-
teacher
meeting.

Appendix
4.12

In addition,
all exams
and quizzes
will be
signed
from
parents and
returned
back to
school.

To specify By the end Led by Senior Sharing data To have an Appendix 4.14
different of Term 3 Management during weekly appointed
Appendix ways of Team (SMT) meetings representative To recieve a
4.3 communica teacher for each written feedback
ting with Assigned year group to from the
To responsibilitie delegates about
the parents follow up on the
delegate s emailed to how teachers are
effectivelly communication
responsibi delegates communicating
through the tools
Student Name: Amira Omar Ismail Student Number: 169039950 20
 lities to Elearning implemented. with parents ,
team hub, link making sure that
members books, Where the data the messages
and sealed collected by them going home with
guarantee letters or could be shared in the students are
the follow emergency the weekly signed and
up on the phone meetings. returned back to
comunicat calls. the teacher who
Better academic
ion tools sent it.
A and social
which will
newsletter progress achieved Where all the
be used
will be sent by students due to students’ data of
among
home to more efficient each class will be
teachers
parents, communication collected with
and
elaborating between teachers their class teacher
between
all means and parents. for any further
teachers
and of use by any
parents. communica subject teacher.
tion to
insure that
it is taking
place
effectively.

Appendix
4.10

Updating
the E-
learning
email
system for
easier and
faster
communica
tion
between
teachers
and
parents.

References:

- Bell, J. and Waters, S. (2014). Doing your research project. 6th ed. London: Open University Press.

- Bennett, N. (2003). Effective educational leadership. 1st Ed. London: Chapman.

Student Name: Amira Omar Ismail Student Number: 169039950 21

- Berberick, T., Lindsay, P. and Fritchen, K. (2017). The leadership habit. 1st Ed. Hoboken, New Jersey: John
Wiley & Sons.

-Bush, T. and Coleman, M. (2000). Leadership and strategic management in education. 1st Ed. London: Paul
Chapman.

- Davids, N. and Waghid, Y. (2017). Educational leadership in becoming. 1st Ed. London: Routledge

- Deal, T. and Peterson, K. (2016). Shaping school culture. 3rd ed. United States of America: John Wiley &
Sons Incorporated

- Dongjiao, Z. (2015). School Culture Improvement. 1st ed. Aalborg: River Publishers Dongjiao, Z. (2015).
School Culture Improvement. 1st Ed. Aalborg: River Publishers.

-Edmonds, C. (2019). Snap’s secret weapon speaks. [Online] Fast Company. Available at:
https://www.fastcompany.com/90382260/snaps-secret-weapon-speaks [Accessed 6 Aug. 2019].

- Fullan, M. (2007). Leading in a culture of change. 1st Ed. San Francisco, Calif.: Jossey-Bass.

-Gray, D. (2018). Doing research in the real world. 1st Ed. Los Angeles: SAGE.

-Horstman, M. (2016). The Effective Manager. 1st ed. Hoboken, New Jersey: John Wiley & Sons, Inc.

-Inspiring Leader. (2019). [video] Directed by J. Zenger. Kantola Production.

- Leading Real Organisational Change. (2015). [video] Directed by C. Longenecker, E. Sussman, M. Roberto,
R. Hamilton and T. Goldsby.

-Levy Shankman, M., Allen, S. and Miguel, R. (2015). Emotionally Intelligent Leadership for Students. 1st Ed.
New York, NY: John Wiley & Sons.

- Lynch, R. (2018). Strategic management. 8th ed. United Kingdom: Pearson Education Limited.

-Miller, P. (2018). ‘Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen
Countries. Education Sciences, 8(2), p.76.

- O'Brien, J. (2015). School leadership. 3rd Ed. Edinburgh. London: Dunedin Academic Press Ltd.

- Pashiardis, P. and Johansson, O. (2016). Successful school leadership. 1st ed. United Kingdom: Bloomsbury.

-Pauley, J. and Pauley, J. (2009). Communication. 1st Ed. USA: ASQ Quality Press Milwaukee, Wisconsin.

- Riggio, R., Chaleff, I. and Lipman-Blumen, J. (2008). The art of followership. 1st Ed. San Francisco, Calif.: Jossey-Bass.

-Schein, E. (2017). Organizational culture and leadership. 1st ed. Hoboken, New Jersey: John Wiley & Sons, Inc.

- Senior, B. and Fleming, J. (2006). Organizational change. 3rd Ed. London: Pitman Publishing.

-Sood, K., Peart, S. and Mistry, M. (2018). Becoming a successful school leader. 1st ed. London: Routledge

Student Name: Amira Omar Ismail Student Number: 169039950 22

- Sykes, M. (2014). Doing the Right Thing for Children. 1st Ed. New York: Redleaf Press

-Tracy, B. (2014). Leadership. 1st Ed. Amacom.

- Turek, B. (2017). The Advantages of a Pilot Implementation System. [Online] Bizfluent.com. Available at:
https://bizfluent.com/info-8584194-advantages-pilot-implementation-system.html [Accessed 7 Aug. 2019].

- Waite, D. and Bogotch, I. (2017). The Wiley international handbook of education leadership. 1st Ed. New
Jersey: Hoboken.

-Woodsworth, A. and Penniman, W. (2014). Management and leadership innovations. 1st Ed. Bingley: Emerald.

Student Name: Amira Omar Ismail Student Number: 169039950 23