1. Transformational Leadership
- This is a leadership that enables job performance beyond expectations amid an organization's crisis. Advocated by Burns and Bass, it is a leadership that achieves results beyond expectations by heightening the importance and value of the task so that members transcend their own self-interest for the sake of the team and the organization, and by raising their needs to higher-order levels such as the need for self-actualization.
1) Based on authority through a charismatic leader and on faith in the members' morality
2) Presents a vision and high values, and achieves motivation through them
3) Focuses on developing the abilities of organization members in order to realize the organization's higher values
4) Requires insight into the future, self-confidence, dedicated effort, and so on
5) Pursues long-term, future-oriented, and multi-directional communication
- Requires idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration
2. Distributed Leadership
- A theory focused on maximizing organizational effectiveness and individual competence by distributing leadership, whereby formal and informal leaders within the organization share decision-making about the organization's goals and the problems it faces within its situation and context
1) Expansion of leaders: includes formal and informal teacher-leaders who possess expertise
2) Situation: the reality of the organization
3) Organizational culture: an organizational culture of mutual trust among members, cooperation, high efficacy, communication, and openness
3. Moral Leadership (Sergiovanni)
- Refers to a leadership that influences members as an object of respect or identification from others
- A moral school is one that successfully achieves both its purpose and goodness across the two dimensions of goodness and success.
- It requires success in collegiality, interdependence, professional socialization, the resolution of control issues, and so on
4. Super-Leadership (Manz, Sims)
- Emphasizes the leader's ability to enable members to develop and use their own capacity as leaders
- A person-centered leadership in which people carry out tasks through autonomous and self-directed internal control and achieve success in those tasks
- It brings about efficiency in the organization's task performance and an improvement in the organization's productivity.
5. Cultural Leadership (Sergiovanni, '90)
- Refers to an effective leadership that satisfies the human need to seek meaning, thereby making members owners of the organization and enabling the organization's integration. Therefore, a positive organizational culture and climate must be created and developed.
- Change is needed not only in a structural approach but also at the cultural level.
- Since the organization is structurally loosely coupled yet culturally firmly bound, it is necessary to form norms, customs, beliefs, and values.
- Elements for forming an effective organizational culture (Cunningham & Gresso)
1) Establishing open and frank communication, vision, collegial relationships, trust and support
2) Valuing values and interests over power and status, broad (democratic) participation, continuous growth, easy access to high-quality information, the maintenance and continuation of improvement, and personal empowerment
3) Enhancing the excellence of the school organization
- Smooth interaction among teachers and the granting of considerable autonomy are necessary.
6. Moral Leadership (Sergiovanni, '92) - A different leadership concept created after the presentation of cultural leadership; similar but different.
- Classifies schools into four types: the moral school, the moral and effective school, the immoral and ineffective school, and the politic school (a school that is not moral but is effective)
- The principal should value goodness (morality) over effectiveness (success) and work to build a moral school or a moral and effective school.
- Through securing the leader's morality and the followers' autonomy, the leader, on the basis of his own moral character and ability, goes on to develop the followers' abilities and encourage their autonomous job performance, stimulating them to become self-leaders; thereafter the self-leaders acquire leadership on their own
7. Teacher Leadership (Lieberman, Miller)
- Emphasizes the role of teachers as agents of school reform. Values the empowerment and decentralization of teachers.
- Symbolically presents the role of all teachers as agents of school change and innovation
- Includes shared decision-making, empowerment, and teamwork activities
1) Participation in a professional learning community
- A group of education professionals who learn, inquire, and practice collaboratively in order to enhance their expertise and promote learning -> It aims to improve students' academic achievement, enhance teachers' expertise, and improve the school's organizational culture.
- Characteristics
a. Sharing of values and vision: All members form a consensus on, or empathy for, the direction and purpose the organization pursues
b. Collaborative learning and application: Teachers study together cooperatively to promote student learning, and solve problems by applying new ideas and information
c. Sharing of personal experience and reflective dialogue: Teachers visit one another's classrooms or share and discuss the results of what each has applied, reflecting on their own practice
d. Supportive and shared leadership: They share leadership with one another and exercise supportive leadership toward each other
e. Supportive conditions: Provides the human and material environment that supports teachers' activities so that they can study the school's problems and discuss them with their colleagues.
2) Practicing shared leadership
3) Shifting to learning-centered thinking
Comments 0
No comments yet. Be the first.