Am I A Leader? Symcox, Linda Abstract Educators wax eloquently about the importance of developing leaders, and establish a variety of high school student clubs that on the surface appear to develop leadership skills, but they do not seem to really provide students with a curriculum or meaningful opportunities to develop the skills and dispositions that are required to become leaders.
In this article, educational leadership is the professional practice of a leader or leaders in an administrative role s working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers and in elementary, secondary, and postsecondary institutions.
These people are most often individuals or small teams employed as school site leaders, principals, and assistant or associate administrators.
In early childhood, higher education, or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States, where frameworks have been drawn largely from industry and commerce management principles.
Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the United States and similarly developed nations.
Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic, and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools, and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts.
Beyond seminal notions and ideations of educational leadership, developing and sometimes groundbreaking theories contribute to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices.
A closer look at these elements further reveals theoretical types of educational leadership e. Each element is dependent on the educational context within Dissertations on educational leadership theory it occurs and warrants the consideration of multiple and international perspectives for relevance in diverse and global societies in the 21st century.
Therefore, this article includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories.
Additionally, this article provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered.
Pertinent examples are provided from each area for further exploration, consideration, and study by readers. General Overview of Educational Leadership Styles and Related Theories While literature on educational leadership styles and related leadership theories has been contested by scholars in works such as Spillane, et al.
Contributions on educational leadership styles provide reference points from which to begin a deeper consideration of theories of educational leadership. Familiarity with these works e. Following the general to specific, business, commerce, management to education progression, and cross-disciplinary nature of educational leadership theories, servant leadership emerges as one of the oldest if not the first leadership style.
Many researchers have studied servant leadership, however, Greenleaf and Spears originally published in provide the most thorough presentation of the type. The authors of these works present philosophical underpinnings of servant leadership in educational and other contexts with clear connections to authentic, transactional, and transformational conceptualizations of leadership in education.
Evidence of the dynamic nature of educational leadership is provided in the varied opinions on particular leadership styles. For example, scholars, in works such as Avolio and Gardnerpresent authentic leadership in schools, while Southworth and West-Burnham present understandings of and counter-perspectives to instructional and pedagogical leadership.
Similarly, Harris features the pros and cons of distributed leadership specific to educational contexts. Building on multiple voices in educational leadership, an intriguing juxtaposition is found to exist between transactional and transformational leadership.
To learn about it, new students and practitioners should consult Bass Complementing this work, the contributors to Leithwood, et al. In a further departure of transactional leadership, Shields pushes beyond the theory by introducing transformative leadership as a style more inclusive of leadership for social justice and more appropriate for culturally and linguistically diverse contexts.
This work is similar to those of Bogotch and Brown Further demonstrating the multiple ways in which educational leadership styles can be conceptualized by scholars and researchers in the field, Fehr, et al.
Readers are reminded that this comprehensive general overview is open to additional exploration and, as such, it is not exhaustive. It is designed to set the stage for conceptual framing of educational leadership theories through a deeper consideration of the theme. Selected handbooks and textbooks serve to bring together all of the aspects covered in this entry in single volumes from a variety of worldviews and perspectives.
Getting to the root of positive forms of leadership.
Leading scholars in the field provide readers with diverse theoretical and methodological perspectives, including discourse on definitions for the constructs of authenticity, authentic leaders, authentic leadership, and authentic leadership development, including a detailed description of the components of authentic leadership theory.
Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology 8. A key contribution because it states research findings that indicate women leaders tend to be more transformational than their male counterparts.Educational Leadership.
Are educational leaders born to be administrators, or is a good administrator a product of education and experience. This 5 page paper explores the nature versus nurture issue as it applies to educational . loyola university chicago the relationship between transformational leadership and the emotional and social competence of the school leader a dissertation submitted to.
Brigham Young University's open access repository's section for electronic theses and dissertations concerning educational leadership and foundations. These papers date from to the present. "The Process of How Teachers Become Teacher Leaders and How Teacher Leadership Becomes Distributed Within a School: A Grounded Theory Research Study" ().
Dissertations. Transformational leadership is defined as a social process in which a member or members of a group or organization influence the interpretation of internal and external events, the choice of goals or desired outcomes, the organization of work activities, the.
Dissertations and theses are an important and valuable tool for the library and the researcher in all areas of scholarship. Institutions can transform the library’s dissertations and theses, make institutional research globally discoverable from trusted databases, and provide on-demand use to authoritative information.