Download
1 / 62
4.83k likes | 9.74k Vues
Educational Leadership. And Decision-making. Leadership is a process of influencing others to achieve a goal. Educational Leader. Refers to each and every person occupying an administrative or supervisory role in the Philippine educational system.
E N D
Educational Leadership And Decision-making
Leadership is a process of influencing others to achieve a goal
Educational Leader • Refers to each and every person occupying an administrative or supervisory role in the Philippine educational system.
Those holding definite positions of educational leadership • Basic Education • Secretary of Department of Education • Undersecretary • Directors of the Bureaus • Regional directors • School superintendents and their assistants • The district and area supervisors • School principal and their assistants
Higher Education • Presidents/rectors of colleges and universities • Vice-presidents • Deans and assistants • Board of trustees and directors
Leading is concerned with Managing is concerned with • Vision • Strategic issues • Transformation • Ends • People • Doing the right things • Implementation • Operational issues • Transaction • Means • Systems • Doing things right Leading and Managing
Success in Educational Leadership • Develop a vision of quality education • Formulate goals and objectives • Develop creativity and initiative • Be confident that you will succeed • Conduct research • Develop responsibility and dependability • Develop a good diary system
Do not put things when they ought to be done now • Study hard the ins and outs of educational leadership • Magnify your strong leadership traits
Attaining Group Acceptance • Apply good human relations skills • Be knowledgeable about the purposes of education • Be hard worker • Interact freely with the members of the group • Be decisive
Interpersonal Skills • Skill in relating with other people • Various behavioural process
Leadership and Management • Based on assumptions and theories • A combination of beliefs, values, preferences and organizational culture and norms
Effective Leadership Style 1. Directing Style • Demonstrates a high directive behavior and low competence and high commitment for the job II. Coaching Style • Collaborative not unilateral
Supporting style • Reassures and motivates experienced teachers • Delegating • Able and willing
Charismatic leader • gathers followers through dint of personality and charm, rather than any form of external power or authority.
Participative leadership • seeks to involve other people in the process, possibly including subordinates, peers, superiors and other stakeholders. Often, however, as it is within the managers' whim to give or deny control to his or her subordinates, most participative activity is within the immediate team
Situational leadership • The leaders' perception of the follower and the situation will affect what they do rather than the truth of the situation.
Transactional leadership • The leader works through creating clear structures whereby it is clear what is required of their subordinates, and the rewards that they get for following orders.
Quiet Leadership • Although they are strongly task-focused, they are neither bullies nor unnecessarily unkind and may persuade people through rational argument and a form of benevolent
Servant Leadership • serves others, rather than others serving the leader. Serving others thus comes by helping them to achieve and improve.
Kurt Lewin • Kurt Lewin and colleagues did leadership decision experiments in 1939 and identified three different styles of leadership, in particular around decision-making.
Lewin: Leadership Styles • Autocratic • In the autocratic style, the leader takes decisions without consulting with others. The decision is made without any form of consultation. In Lewin's experiments, he found that this caused the most level of discontent.
Lewin: Leadership Styles • In the democratic style, the leader involves the people in the decision-making, although the process for the final decision may vary from the leader having the final say to them facilitating consensus in the group. • .
Laissez-Faire • The laissez-faire style is to minimize the leader's involvement in decision-making, and hence allowing people to make their own decisions, although they may still be responsible for the outcome.
Lewin discovered that the most effective style was Democratic. Excessive autocratic styles led to revolution, whilst under a Laissez-faire approach, people were not coherent in their work and did not put in the energy that they did when being actively led. • These experiments were actually done with groups of children, but were early in the modern era and were consequently highly influential.
Management Style Models • A manager has two main concerns • Achieve results • For relationships
Tannenbaum and Schimidt (1958) results relationships Autocratic Paternalistic Consultative Democratic
Orientation and Behaviour • 1) basic orientation- “management approach” • 2) behaviour
Dominant and Back-up Approaches • Under stress people may move from their so-called “dominant” approach into a quite different approach
Suiting Behaviour to circumstances • Suit our behaviour to circumstances and individuals
Recognizing inappropriate behaviour • It is vitally important to increase both our • 1) skill in recognizing a particular form of behaviour is wrong • 2) ability to use alternative forms of behaviour
Signs of inappropriate behaviour • Assertive behaviour • Subordinate: -may adopt a passive role -react politically -direct rebellion or protest • Equal: -win-lose conflict might develop -may smoothen the situation or undermine your position
Signs of inappropriate behaviour • Solicitous • Subordinate: -slackness and low task motivation • to an equal: agrees with you on the surface but undermine you in your abscence
Signs of inappropriate behaviour • Political • Unlikely to be of value in an organization or school • Accomplishment of purely manual tasks under strict supervision
RenesisLikert • Exploitative Authoritative • the leader has a low concern for people and uses such methods as threats and other fear-based methods to achieve conformance
Benevolent Authoritative • the leader adds concern for people to an authoritative position, a 'benevolent dictatorship' is formed. The leader now uses rewards to encourage appropriate performance and listens more to concerns lower down the organization, although what they hear is often rose-tinted, being limited to what their subordinates think that the boss wants to hear.
Consultative • The upward flow of information here is still cautious and rose-tinted to some degree, although the leader is making genuine efforts to listen carefully to ideas
Participative • the leader makes maximum use of participative methods, engaging people lower down the organization in decision-making. People across the organization are psychologically closer together and work well together at all levels
Primal leadership • Daniel Goleman, Richard Boyatzis and Annie McKee • styles of leading that have different effects on the emotions of the target followers. • These are styles, not types. Any leader can use any style, and a good mix that is customised to the situation is generally the most effective approach.
Visionary Leader • moves people towards a shared vision, telling them where to go but not how to get there - thus motivating them to struggle forwards. They openly share information, hence giving knowledge power to others
Coaching leader • connects wants to organizational goals, holding long conversations that reach beyond the workplace, helping people find strengths and weaknesses and tying these to career aspirations and actions
Affiliative leader • creates people connections and thus harmony within the organization. It is a very collaborative style which focuses on emotional needs over work needs.
Democratic Leader • acts to value inputs and commitment via participation, listening to both the bad and the good news
Pace-setting leader • builds challenge and exciting goals for people, expecting excellence and often exemplifying it themselves. They identify poor performers and demand more of them. If necessary, they will roll up their sleeves and rescue the situation themselves.
Post-hoc • The manager is judge and jury, the manager is always right and never to blame
Micro-management • acts as if the subordinate is incapable of doing the job, giving close instruction and checking everything the person does
Seagull Management • The manager typically give criticism and direction in equal quantities, often without any real understanding of what the job entails. Then before you can object or ask what they really want, they have an 'important meeting' to go to
Mushroom Management • The manager is concerned about their own career and image. Anyone who appears as a threat may well be deliberately held back as their ability may make the mushroom manager look bad.
Kipper Management • two-faced manager
