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Leadership and management
This document discusses different types of educational leadership and how to implement leadership theories and models in schools. It outlines three main types of educational leadership: transformational leadership, transactional leadership, and instructional leadership. It then provides examples of how each leadership type can be applied in schools, such as establishing new policies for transformational leadership or delegating tasks and setting clear expectations for transactional leadership. The document also includes a plan to prepare for the new academic year that outlines various activities and outcomes for different stakeholder groups. It emphasizes that all leadership styles have useful features when integrated to maximize human resources and support the smooth execution of the institution's goals.
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Leadership and management
- 1. Ahmed Shazeel Everblue/ K.Dhiffushi Repof Maldives LEADERS AND LEADERSHIP IN EDUCATIONAL CONTEXT
- 2. Table of contents• Introduction • Three types of educational leadership • Implementation of leadership theories & models • Plan to prepare for the academic new year • Monitoring & Evaluation of the plan • Conclusion
- 3. What is Leadership? “influencingpeople so that they will strive willingly towards the achievement of group goals” Koontz, H. and C. O’Donnell. “Management: A System of Contingency Analysis of Managerial Functions”. McGraw-Hill, New York, 1976. Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northouse, 2004).
- 4. Three types ofeducational leadership Transformational leadership Transactional leadership Instructional leadership
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- 7. Transactional leadership • Managerialleadership style, focuses on the role of supervision, organization, and group performance. • leader settle the agreement between his followers through both rewards and punishments. • The leaders usually check whether the work is going on in an orderly arrangement as per the plan
- 8. Transactional leadership • paymore attention find the faults and deviations. • Rewards being are being given for good work. Equally, the people those who fails to perform well in their work are punished, until the problem is corrected. One way that transactional leadership focuses on lower level needs is by stressing specific task performance (Hughes, R. L., Ginnett, R.C., & Curphy, G. J. (2006). ).
- 9. Transactional leadership (Continuation) •Concern with procedures • They focus on contingent reward or contingent penalization • Extrinsic motivation is used to make things done perfectly on time • delegate the tasks to direct the targeted goal to be achieved.
- 10. Instructional leadership • Aschool vision that is concentrated on student learning is an important element of instructional leadership (Robinson, 2011). • Instructional leadership involves setting clear goals, managing curriculum, monitoring lesson plans, allocating resources and evaluating teachers regularly to promote student learning and growth. • the leader should encourage effective use of resources • The leader should have good communication skills and Serve as an instructional resource
- 11. steps to begood instructional leaders: • Establish and achieve high academic resource • Create a school climate placing student learning at the center • Articulate the mission and vision of the school • Establish high expectations for teaching and learning • Develop teacher leaders • Establish a positive relationship with all school stakeholders. • Hallinger and Murphy (1987, p. 55) state that there are four obstacles that restrict principals from practicing instructional leadership; lack of knowledge of curriculum and instruction, professional norms, expectations of school district and role of diversity.
- 12. How to implementleadership theories and models in the schools?
- 13. Transformational leadership • Establishnew policies in aligned with the regulations set by the MoE and school’s vision and mission. • Do needs analysis to identify the extent the particular aspect is needed for the organisation. • (Eg: the need for further training and coaching to teachers in order to successfully carry out the digitization programme) • influence all the teachers across all the grades to get familiarise with the formative assessments and conduct them in order to enhance the learning of students. • familiarise with aspects of student led PTS meetings to make them fruitful.
- 14. Transactional leadership • Thiscan be used when preparing for prize day function • Have a plan. • Delegate the task among the staffs in which groups are formed. • Assign a group leader. • Mention clearly the time for the activity and the deadline. • Explain clearly the expectation of the Principal.
- 15. Instructional leadership • Providetraining for untrained relief teachers before they are employed to teach the students. • Observe the teachers and provide feedback once a term to improve quality of teaching. • Attend some coordination meetings during lesson planning is going on and help them conducting PD sessions for those who need further development. • Provide daily feedback after observing the teachers work
- 16. Plan to preparefor the new academic year Time Focus group Activity Outcomes End of the first term Academic staffs and leading teachers Peer observation and sharing sessions Effective teaching and how to use pedagogies BUILDING A TEAM CLIMATE Time Focus group Activity Outcomes According to academic calendar Academic staffs Arrange after doing need analysis to find the needs Refresh knowledge Improve teaching methodologies Improve classroom management skills PROFESSIONAL DEVELOPMENT
- 17. Plan to preparefor the new academic year Time Focus group Activity Outcomes Beginning of the first term All staffs Sport activities and visit to other schools Ideas shared will provide knowledge for their best practice. Improve social interaction Staff recreation Time Focus group Activity Outcomes According to academic calendar All staffs contribute 1% of the salary monthly by each and every staff Increase staffs financial capacity for staff recreation and provide financial support for some of the activities related with student. E.g childrens’ day Staff fund
- 18. Plan to preparefor the new academic year Time Focus group Activity Outcomes End of the year Assigned committee among the teachers and SMT Evaluate through questionnaires, observation and interviews School improvement plan is worked out which helps for the next year planning. School’s self evaluation Time Focus group Activity Outcomes Throughout the year Admin staffs teachers Administrative, budget and students record through statistical data system (on going process) Easy and less time consuming to excess to the documents. Improves quality of the work. School record system
- 19. Plan to preparefor the new academic year Time Focus group Activity Outcomes Beginning of the year Student and teachers Dates for exams, extra classes and enrichment classes Well planned easy to delegate tasks Prior preparation Easy to work out subject improvement plan Curricular activities Time Focus group Activity Outcomes Beginning of the year Students and teachers Work out School activity calendar Well planned easy to delegate tasks Planned extra classes and other useful session without overlapping co curricular activities
- 20. Plan to preparefor the new academic year Time Focus group Activity Outcomes End of January Parents and teachers Meeting with the parents to select the important committees PTA and important committees will be selected Parent and teachers involvement in school activities Time Focus group Activity Outcomes Teachers day All staffs Award for the teacher of the year. Certificates to value staffs contribution. Award for best staff among admin and support staffs Staffs are extrinsically and intrinsically motivated Improve social interaction Staff motivation
- 21. School monitoring & Evaluation Deliveryof Basic education Organization performance Educational resources School management productivity Student performance Curriculum implementation Teacher performance
- 22. Conclusion leadership styles playan essential role in positive educational outcomes and the creation of a positive school culture. Transformational, transactional, and instructional leadership styles all have features that are useful in effective leaders and can be well integrated in order to maximize the human resource potential of school administration. So through Leadership quality the smooth execution of the institution can be confirmed. No leadership quality is bad or wrong. The situation of the institution depends on the type of leadership the Principal has to use. Remember that all are leaders in the school environment no only the principal.
- 23. Reference Hughes, R. L.,Ginnett, R.C., & Curphy, G. J. (2006). Leadership: Enhancing the lessons of experience (5th ed.). Singapore: Mc-Graw-Hill. Northouse, P.G.(2004). Leadership: Theory and practice. Retrieved from http://www.worldcat.org/title/leadership-theory-and-practice/oclc/51290329 Robinson, V. (2011). Student-Centered Leadership. San Francisco, CA: Jossey Bass. • Hallinger, P., & Murphy, J. F. (1987). Assessing and Developing Principal Instructional • Leadership. Educational Leadership,EBSCO Publishing, 54-61. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198709_hallinger • .pdf