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Order #9137 Wuqimowang UK-EDS405 - Educational Case
Leadership Essay and Interview.
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Shaheen College of Arts & Sciences

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Educational Leadership when Navigating Change: A Case Study of “The Ron Clark Story
“

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Educational Leadership when Navigating Change: A Case Study of “The Ron Clark Story
“
Introduction
In recent decades, there has been a growing acknowledgment that educational
achievement levels in schools are strongly influenced by the nature and quality of educational
leadership (Northouse, 2016). Consequently, there have been numerous endeavors to understand
the leadership styles and qualities that facilitate improved educational achievement. One case
study that offers the opportunity to explore this issue is the 2006 film The Ron Clark Story. The
film tells the story of famed educator Ron Clark, who decides to leave his home rural town to
become a teacher in an inner-city New York public school ((Haines, 2006). While the passion he
has for his job drives Mr. Clark to attempt innovative teaching approaches, he faces resistance
from the students, principal, and parents. However, through his adaptability, perseverance, and
unconventional teaching methods, Mr. Clark is able to connect with his students and guide them
toward passing the final exam (Haines, 2006). This essay seeks to critically analyze Mr. Clark’s
leadership journey, allowing for a comprehensive understanding of his leadership approach and
the impact it has on his endeavor to improve his students’ attitudes toward learning and learning
outcomes.
Leadership Issue and Practice
The Ron Clark Story case study is characterized by a variety of educational issues.
Arguably, one of the most apparent of these issues is worryingly low expectations set for the
students by their principal, teachers, parents, and the students themselves. Indeed, the students
are consistently underestimated and stereotyped by others owing to their disadvantaged
backgrounds, leading them to doubt their own potential (Haines, 2006). From an educational
leadership perspective, these low expectations make it harder for Mr. Clark to cultivate
acceptance for his shared leadership vision of high-performance levels. As Northouse (2016)
reports, it is impossible to effectively realize a leader’s vision without commensurate acceptance
and commitment from followers. Secondly, another significant educational issue is the inability
of conventional teaching methods to adequately engage students. For example, this is
exemplified by the fact that Mr. Clark’s students initially show high levels of disinterest and
apathy toward classroom learning (Haines, 2006). Ultimately, both of these issues undermine
some of the processes of leadership in education as they make it harder for Mr. Clark to
effectively motivate his students toward a shared vision of passing.
On the other hand, Mr. Clark’s responses to these issues allow for the identification of
several key leadership practices underpinned by cognitive, metacognitive, and affective
dimensions. Indeed, Mr. Clark’s leadership practice highlights cognitive awareness and proactive
engagement through his willingness to go out of his way to provide a supportive learning
environment. For example, his decision to create time for his students even after school hours
shows a willingness to invest his time towards understanding their individual strengths, thus
cultivating an environment where each of the students can feel understood and supported
(Haines, 2006). Additionally, Mr. Clark exemplifies a high degree of decision-making
decisiveness when it comes to setting educational standards, as he consistently holds high
expectations for their performance levels (Haines, 2006). His ability to effectively respond to
divergent student needs and circumstances exemplifies his metacognitive strengths as a
facilitator and mediator. Lastly, it is also apparent that Mr. Clark’s leadership practice also
encompasses affective elements as he strives to provide an emotionally supportive environment
for his students. For example, his habit of acknowledging his students' achievements, even going

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as far as awarding some trophies, reinforces the emotional belief that students have in themselves
and the trust they have in him (Haines, 2006).
Literature Review and Theoretical Framework
In recent years, there has been an evolution in the understanding of leadership, especially
in educational contexts. As Bush (2011) notes, leadership has historically been perceived and
implemented as a formal framework that emphasizes power and hierarchy. In this context,
educational institutions required strong, decisive, and structured leaders who operated in
isolation relative to their followers. That said, there has been a growing paradigm shift towards a
more "distributed" view and implementation of leadership, where the focus is collective input
and action (Bush, 2011, p.202). Consequently, this paradigm shift has stressed that vision is
arguably the most crucial ingredient for educational leadership (Morrison, 2013). Indeed, the
differences between leadership and management help emphasize that leadership is more
concerned with inspiration and vision, unlike management, which is more concerned with
technical know-how (Northouse, 2016). However, as Kouzes and Posner (2002) note, a leader's
vision should not only be clear and strategic but also shared. Consequently, if a given vision only
flows from the top to the bottom without the acceptance and support of followers, the success of
leadership practices will be greatly undermined. The centrality of cultivating and implementing a
shared vision in educational leadership also implies that leaders must embody certain personality
traits that allow them to motivate individuals around them (Morrison, 2013). It is because of
these unique traits that leaders are categorized as having varying leadership styles.
The complexities associated with educational leadership become especially apparent
when implementing change. Leadership and change are innately linked. Indeed, as Burnes and
By (2011) report, the primary objective for most of the organizational leaders in recent decades
has been institutionalizing change meant to enhance the success of the organization.
Additionally, the implementation of organizational change is a responsibility that primarily falls
on the shoulders of leaders rather than managers. This stems from the fact that facilitating
institutional change requires more than just risk minimization (management), as it must also be
"planned, organized, directed and controlled" (leadership) (Gill, 2002, p.307). That said,
regardless of the context, undertaking organizational change is often a complicated undertaking
for leaders as it can either be effective and result in positive impacts or ineffective and culminate
in negative impacts. This dynamic can be explained by the fact that drastic changes typically
involve the implementation of a new system, which in turn amplifies uncertainty and potential
risks (Morrison, 2013). Ultimately, the current literature points to two key necessities for the
successful implementation of organizational change in educational institutions: leadership that
possesses the right mix of personality traits and the existence of structural openness (Morrison,
2013).
Theoretical Framework
The shift away from formalized and singular leadership towards more facilitative and
collective leadership has been underscored by several theories, key among them transformational
leadership theory and adaptive leadership theory. According to Northouse (2016), the
transformational leadership framework is associated with visionary leadership that has the
capacity to motivate individuals toward attaining common objectives. This framework is
comprised of four elements that are collectively labeled the four I's - idealized influence,
inspirational motivation, intellectual stimulation, and individualized consideration (Northouse,
2016). These factors underscore the fact that transformational leaders serve as positive role
models, have the capacity to motivate others, encourage creativity and motivation, and

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encourage others to achieve both individual and organizational goals (Northouse, 2016). On the
other hand, the adaptive leadership model acknowledges that organizations and leaders must
continuously evolve and adjust in order to remain influential and relevant in an ever-evolving
world (Northouse, 2016). As such, adaptive leaders are expected to be especially adept at
facilitating change as they are strong at mobilizing adaptive responses from within organizations.
Ultimately, this theoretical framework combining two relevant leadership models provides a
comprehensive lens to understand the multifaceted dimensions of Mr. Clark's leadership
decisions and actions.
Evaluation of Leadership Practices
The leadership practices and actions adopted by Mr. Clark at his new school in New York
strongly resonate with transformational leadership. As intimated above, one of the elements of
transformational leadership is idealized influence, which entails being a positive role model for
followers (Northouse, 2016). Similarly, Mr. Scott exemplifies this aspect of transformational
leadership by leading by example, as she is highly dedicated and strives to cultivate strong
connections with his students (Haines, 2006). This idealized influence is key to inspiring the
students’ acceptance of his ideas despite the fact that the idea to change exclusively comes from
him. As Morrison (2013), such top-down changes can backfire as they risk making followers the
object of implementation rather than the subjects of the change process. Additionally, Mr.
Clark’s capacity to effectively inspire his students behind a shared vision, despite some initial
resistance, shows that she is quite adept at inspirational motivation. His endeavor to continuously
communicate his belief in his students and reward those who excel the most creates an
encouraging environment that motivates his students to embrace the learning changes he
introduces (Haines, 2006). Similarly, Mr. Clark exemplifies intellectual stimulation by
cultivating a culture of innovation and creativity. For example, he not only leverages hip hop to
teach his students about history but also takes advantage of one of his students (Julio) interest in
cards to teach them mathematical concepts (Haines, 2006). These examples show that Mr. Clark
is keen to encourage problem-solving and creative thinking among his students. Lastly, Mr.
Clark’s leadership practice is characterized by a deep understanding of his students' needs and
preferences, thus exemplifying individualized consideration. For example, he visits several of his
students at their homes, which allows him the opportunity to develop a more comprehensive
understanding of their circumstances (Haines, 2006).
Mr. Clark’s leadership practice also resonates with some aspects of adaptive leadership.
Arguably, the greatest challenge that arose from his attempt to change the educational
performance levels at his new school was the initial resistance from students, parents, and the
principal (Haines, 2006). He shows strong adaptive leadership skills in his response to this
challenge as he attempts different approaches to win over different students, parents, and the
principal. These actions build on the fact that adaptive leadership is not focused on how leaders
can flexibly react to challenges but rather on how leaders can enable their followers to tackle the
challenges they face (Northouse, 2016). That said, it is apparent that Mr. Clark's adaptive
endeavors are greatly undermined by the static nature of the prevailing structures at the school.
For example, the principal consistently reminds Mr. Clark that his unconventional approaches to
teaching do not align with the traditional structures at the school, “you really think it is
appropriate to do this with the students?” (Haines, 2006, 45:00). Ultimately, despite the initial
resistance, Mr. Clark’s leadership practices are effective as they leverage transformational and
adaptive leadership to provide a conducive environment for the students to attain the shared
vision of improved educational performance.

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Comparing Mr. Clark’s leadership practices at his new school with those of the real
leader interviewee reveals some notable differences in approaches to educational leadership. One
of these contrasts stems from the fact that while Mr. Clark favors an empathetic and supportive
approach, the interviewee favors a more directive approach. According to Northouse (2016),
directive leadership is characterized by an emphasis on adherence to instructions, protocols, and
standards. The interviewee's leadership rigidity is also apparent in the fact that they favor
systematic consistency as the guiding principle rather than a shared vision, like Mr. Clark. This
dynamic implies that the interviewee is especially keen to ensure adherence to established norms
and structures. Thus, while they are both enthusiastic about excellence, Mr. Clark’s leadership
approach exhibits a more adaptive and empathetic approach, whereas the interviewee's approach
emphasizes direction, consistency, and uniformity.
Cultural Transfer of Leadership to China
Given the fact that China is characterized by a different educational landscape and
cultural nuances, transferring Mr. Clark’s leadership practices to the Chinese context raises some
questions about their efficacy and adaptability. One practice that could potentially resonate with
the Chinese education context is Mr. Clark’s commitment to high education expectations since
Chinese culture places great emphasis on both strong leadership and academic excellence (Pang
& Wang, 2012). Additionally, as implied above, educational institutions have traditionally
featured highly formalized and hierarchical structures (Bush, 2011). This hierarchical approach
is especially pronounced in the Chinese educational context, as hierarchical relationships have
long been seen as a way to maintain harmony and order (Pang & Wang, 2012). As such, Mr.
Clark’s collaborative approach may not translate well to the Chinese context, as teachers would
prefer the certainty and rigidity that comes with a more hierarchical approach over the flexibility
provided by Mr. Clark’s approach. Further, Chinese society greatly values collectivism and
conformity (Pang & Wang, 2012). Consequently, some of his adaptive actions, such as
prioritizing after-class assistance with some students, would not be as effective in the Chinese
context owing to its stronger emphasis on conformity.
Conclusion
The analysis of Mr. Clark’s leadership practices reveals that educational leadership can
be greatly aided by leveraging transformational and adaptive leadership. Mr. Clark’s case
highlights the effective use of transformational and adaptive traits such as shared vision,
empathy, support, and flexibility. Comparing these leadership practices against the real leader
interview reveals that diverse approaches exist within educational leadership. This diversity is
amplified by the existence of cultural differences between educational contexts being compared.
It is for this reason that a transfer of Mr. Clark’s leadership practices to China is underscored by
potential efficacy and adaptability challenges. Ultimately, while educational leadership is
constantly evolving, Mr. Clark’s leadership shows that transformational and adaptive leadership
are especially beneficial for facilitating the implementation of drastic changes.

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References
Burnes, B., & By, R. T. (2011). Leadership and change: The case for greater ethical clarity.
Journal of Business Ethics, 108(2), 239–252. https://doi.org/10.1007/s10551-011-1088-2
Bush, T. (2011). Theories of educational leadership and management. SAGE.
Gill, R. (2002). Change management--or change leadership? Journal of Change Management,
3(4), 307–318. https://doi.org/10.1080/714023845
Haines, R. (2006). The Ron Clark Story. Retrieved January 2, 2024,.

Kouzes, J. M., & Posner, B. Z. (2002). The leadership challenge. Wiley.

Morrison, A. R. (2013). Educational leadership and change: Structural challenges in the

implementation of a shifting paradigm. School Leadership & Management, 33(4), 412–
424. https://doi.org/10.1080/13632434.2013.813462
Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). SAGE.
Pang, N. S.-K., & Wang, T. (2012). Institutions’ Espoused Values Perceived by Chinese
Educational Leaders. Bulgarian Comparative Education Society, Paper Presented at the
Annual Meeting of the Bulgarian Comparative Education Society, 175–182.
Sparks, J. (2021). Understanding Transformational Leadership during a Time of Uncertainty.
Alabama Journal of Educational Leadership, 8, 10–15.

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Education Leader Interview Questions

Hello. Thank you for taking the time to join me today. My name is [name], and I am

honored to have this opportunity to learn from your experiences and perspectives as an

educational leader. Welcome.

1. Your journey as an educational leader is highly fascinating, and I am especially eager to

delve into your views and experiences. However, before delving into the more serious

questions, could you please provide me with a brief overview of your professional and

social background?

2. What would you say have been the most rewarding aspects of being an educational

leader?

3. What do you believe is the most suitable leadership approach when educational leaders

are required to implement drastic educational changes or transformations? Why?

4. What do you think are the key challenges that educational leaders face when attempting

to implement drastic changes or transformations?

5. What are some of the approaches that you typically leverage to facilitate greater

collaboration and innovation among your staff?

6. How do you tackle the challenges that arise when you are implementing drastic changes

or transformations at your institution?

7. In previous instances where you sought to implement a transformation or change at an

educational institution, did you face any resistance from your staff? If so, how did you

respond to these instances of resistance?

8. When faced with diverse approaches and perspectives among your staff, what strategies

have you found effective in ensuring that high standards are maintained?

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9. What approaches or methods do you use to ensure that you effectively adapt to the

varying needs of your staff and students?

10. In your experience, how do you ensure a balance between ensuring that you create a

supportive educational culture for your staff and ensuring high expectations are met?

11. Kindly share with me an example of a conflict resolution incident among your staff and

the approach you leveraged to ensure success.

12. How do you perceive the role of personality factors in effective educational leadership?

Which personality factors do you believe are most necessary for educational leaders?

13. Drawing on examples from your previous leadership experiences, how do you effectively

cultivate shared vision and values among your staff?

14. What methods do you employ to gather and provide feedback to your students and staff

in order to ensure that your leadership and educational practices are constantly

improving?

15. Discuss an instance where you had to adapt your personal leadership style in order to

address given challenges within your educational context. Which adaptation approach did

you use and why?

16. How do you determine the success of any new educational programs or initiatives that

you introduce as an educational leader?

17. Do you believe that educational institutions need to cultivate supportive environments in

order to ensure the mental health and well-being of their staff? If so, what strategies have

you employed thus far towards this endeavor?

18. Is your educational context characterized by hierarchical structures and relationships? If

so, explain how you navigate these structures.

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19. Drawing on a specific example from your professional background, explain how you

balance the need to conform to established norms and standards versus the need to foster

creativity and flexibility among your staff.

20. Lastly, drawing on your extensive professional and social experience, describe what you

consider to be the most essential qualities and structures for effective educational

leadership in the contemporary world.

That concludes our interview. Thank you for sharing your invaluable perspectives and

insights on educational leadership. The wealth of knowledge provided by your responses will

help inform a more comprehensive understanding of effective leadership in education,

particularly in the face of drastic change or transformation.

Start typing your paper here.

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