According to Taylor &Francis (2006) strong leadership implies that a support principal can

foster participation for teachers, can develop clear goals and policies and hold people
accountable for results, can be persuasive at building alliances and solving conflicts, can be
inspirational and charismatic and encourage professional development and teaching
improvement. A leader is the one who influences others to attain goals (Bateman and Scott,
2002). From this point of view; Bateman and Scott (2002) view leadership as an intentional
social influence process exerted by one person in a group. In schools it may be conceptualized as
a process of influencing teachers to organize details for teaching in harmony. They argued that
strong leadership is associated with high organizational development and teaching effectiveness,
strong organizational culture, positive principal-teachers relationship, more participation in
decisions, high teacher aspiration and professionalism, less teacher disengagement and
hindrance, more positive students’ performance particularly on attitude to their schools and
learning. leadership in any organization contributes towards realization of objectives.
This is so because undesirable organizational leadership practices cannot lead to effective
schools because supervision, monitoring and development of plans for both human as well anon-
human resources, will have not taken effect. In order to achieve desirable organizational
objectives, leaders should be situational to environmental circumstances. Furthermore, Gabriel
and Farmer (2009) argue that the responsibility of crafting the mission statement of a school
must involve teachers, students, and non-teaching staff. individuals in organizations are
subordinates to one another and are source for both serious resentment and personal satisfaction
if supported by leadership. They further note that subordinates are guaranteed a minimum
number of rights and obligations by the leadership. For successful attainment of organizational
goals, rights and responsibilities of employees to participate in administrative decisions form one
of tense issues of any organization. In addition, the main functions of school heads involve
implementation of school’s instructional programs, the welfare of staff and students’ personnel,
development and maintenance of physical plant and promotion of healthy school-community
relation the mission is the touch point that helps leadership to determine whether what should be
happening is, in fact, happening.
For that reason, overall performance of any educational institution greatly depends on the kind of
leadership style of the heads of the institution. For successful attainment of organizational goals,
rights and responsibilities of employees to participate in administrative decisions form one of
tense issues of any organization. In addition, the main functions of school heads involve
implementation of school’s instructional programs, the welfare of staff and students’ personnel,
development and maintenance of physical plant and promotion of healthy school-community
relation (Mosha, 1983; 1988 and Dean, 1983). without a proper leadership style, effective
performance cannot be realized in schools. Even if the school had all the required instructional
materials and financial resources, it would not be able to use them effectively, if the students
were not directed in their use, or if the teachers guiding in their directed usage were not properly
trained to implement them effectively .Leithwood, Louis, Anderson and Wahlstrom (2004)
maintain that schools sometimes fail to achieve their objectives due to lack of instructional and
transformational leadership. Instructional leadership for example, encourages focus on
improving teachers’ classroom practices as the direction for the school. Transformational
leadership, on the other hand, draws attention to a broader array of school and classroom
conditions that may need to be changed if learning is to improve. A consistent theme throughout
federal education legislation is the accountability of public schools for the educational progress
of all students (Council for Exceptional Children, 2002; Yell, 2006). School personnel are to
meet requirements to demonstrate their status as “highly qualified” and accountability for
academic progress of all students is to be measured by standardized assessment instruments
(Council for Exceptional Children, 2004).Christian leaders may priorities personal beliefs,
values, passion and commitment and express them in terms of their vocation or life mission.
Moral and spiritual leadership theory does not feature in all secular leadership theories but for a
Christian, the moral and spiritual dimensions rate essential to their approach to leadership. these
reflective processes can draw heavily on biblical stories, parables and metaphors. Metaphor
matters in communicating ideas about leadership. The old and new testament offer a great
variety of metaphors that help Christians build a composite picture of the leaders that God
intends we should be. Like salt in food, the influence of leaders on their organizations or
communities should be pervasive and observable, not so much through specific actions as
through their very character and faithful commitment to Jesus Christ. The shepherd metaphor in
the new testament is applied to Christ and then after his resurrection to Christian leaders in spite
of the low self-esteem in which shepherds were generally held at that time in rabbinical tradition.
A primary focus for Christian leaders is on the life and leadership of Jesus Christ who was a
compelling leader who continues to fascinate and inspire writers on leadership. (Mathew 18:12-
14 and Luke 15:3-7)
The biblical accounts of the life of Moses offer fruitful examples for leadership learning ,
including finding confidence in the face of unexpected leadership responsibilities, dealing with
the challenge of the loneliness of leadership and its times of disbar demonstrating the value of
persistence fortitude courage and against all the odds , steering a whole nation through key
periods of transition. Jesus engaged with large groups but more often worked person by person,
leper by leper, widow by widow and neighbor by neighbor. this encourages a personal focus on
what Christian leaders do and how they do it. In educational settings it means closely guarding
child by child, parent by parent and person by person perspective especially where a distanced,
de personalized and disembodied culture may seem to be an accepted norm for leader’s behavior.
Christian leaders in education will also recognize the significance of building a theological or
faith understanding of key features of their working environment, including that of learning and
the Lerner. Within cultures influenced be neo- liberal and market priorities, there is a strong
sense of individual accountability driven by competition.
Christian leaders aim to balance this against their primary personal accountability to God for
bringing living hope to individuals and communities. We are personally accountable, in a
contractual relationship to the secular in the educational systems within which we work. There is
also for Christian leaders a covenant relationship with God through Jesus Christ that sets us in an
enlarged and enriched working culture. this is shaped and sustained by grace and the gifts of god
which include faith, hope, love and leadership itself. (1 Corinthians 13:13; Romans 12:8)
Developing safe and supportive school communities is recognized as a critical factor in
establishing environments where student achievement increases and staff members choose to
work. The credibility of any aspect of a school’s environment, whether formal or informal,
ultimately rests with the administrator in charge. The principal is the chief learning officer,
charged with leading the school and its community members forward to meet the challenges of
preparing all students to be academically and behaviorally successful. Principals who are more
knowledgeable about special education, diverse learning needs, and behavior management are
more likely to view inclusionary practices as appropriate and to provide the necessary supports
for successful collaboration of general education and special education teachers.
Those who have been adequately trained in principles of behavior, functional assessments,
proactive strategies, and developing consistent and cohesive discipline systems are more likely to
be successful in leading teachers and other stakeholders to develop appropriate IEP’s for students
who display ongoing inappropriate behaviors and/or the lack of appropriate social skills. It is
equally important from the standpoint of instituting best educational practices that support
special education teachers, general education teachers, and students with diverse needs to make
inclusion successful. With the myriad of responsibilities administrators are faced with on a day-
to-day basis, it is not surprising to learn that leadership is considered vital to the successful
functioning of many aspects of a school, and it is the principal who will set the tone for the
school .The actions of an administrator are highly influential, as they play an essential role in the
success of a school .Effective school leaders make their decisions based on what is in the best
interest of their students and teachers. While there are many ways to define morale, heightened
morale is, unquestionably, essential to the success of a school. Unfortunately, with many of the
current trends in education, teacher morale is much lower than desired.
With the stress of high-stakes testing and unreasonable demands, many educators are doubtlessly
feeling strained and stressed on a daily basis. The most obvious component of an education is the
academic setting; in the Christian school environment the same is still considered true, but with
the added faith-based emphasis. However, the Christian educational experience also includes
opportunities for involvement in various other “activities. Another valuable finding was the
recognition of the importance of biblical integration to the participants’ development. While it
might be assumed that this would be an obvious conclusion regarding their spiritual
development, it was also true for their leadership development. This facilitation of biblical
integration is unique and specific to Christian education. The importance of faith development
and its corresponding moral values is evident in its effect on corporate employment and
leadership. A recent study by the Baran Group (2013), titled “Christians on Leadership, Calling
and Career,” revealed that of all leadership qualities that they value, the most important attribute
is integrity, followed by authenticity. What allows a Christian school to provide a strong
foundation of ethical development is its intentional biblical integration that teaches an
understanding and application of the Bible to life. It is an environment that provides a framework
to understand truth and morality based on biblical truths, is lived in front of students by the
example of teachers, and challenges students to be able to know and stand on their faith and
beliefs. There are some who believe that academic rigor and Scripture should be considered to be
mutually exclusive, but the narratives of the participants show strong disagreement; on the
contrary, they show that the Christian mind and the Christian worldview do require and reflect
strong intellectual capacity and reason, evidenced in the academic strength of their respective
programs. It is of critical importance, then, that the Bible is the foundation of theory that is
relevant to practice, and that identifying the biblical foundations of theory is an act of reason.
The recognition of the Bible as a legitimate source of truth is reflected in a study by Paul
Holmseth (2007), which argues that a “commitment to the centrality of Christ and the
epistemological priority of Scripture” (p.383) does not devalue or ignore academic theory and
the pursuit of truth; rather, these kind of commitments inform a kind of aesthetic that is the
fountainhead of scholarship that is God-centered and therefore first-rate.

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