Leadership Theories

1.Jennifer Wright
Suzette henry
Lakennachitman
Kate kalnes
Walden University
EDUC 8140-1
Leadership Theories

2. What Makes a Good Leader?
3. Servant Leadership
The servant-leader is servant firstIt begins with the natural feeling that one wants to serve, to serve firstThen consciouschoice brings one to aspire to lead (Greenleaf, 1970).
What is servant leadership?
According to Robert K. Greenleaf (1970) Servant leadership is the process of enabling individuals to grow healthier, wiser, freer, and more autonymous through the art of servant-hood.
5. Description of Servant Leadership
Introduced and developed by Robert K. Greenleaf in 1970 who was the Director of Management Research for AT&T for 38 years.
He was known as AT&Ts Kept Revolutionary.
Based on the theory that leaders lead best by serving their followers rather than by commanding them.
6. Origins of Servant Leadership
In the East, a philosopher named Chanakya wrote in his 4th century book Arthashastra:
The King shall consider as good, not what pleases himself but what pleases his subjects.
In the West, the concept is thought to go back to Jesus:
Those that are rulers are taught to lord it over others. Not so with you. If you want to be great you must be a servant, and slave to all. Even the son of man did not come to be served, but to serve (Mark 10:42-45).
7. What do Servant Leaders do?
The servant leader is a servant first
Differs from those who choose to lead first for power or gain
Makes sure other peoples needs are being served
The least privileged in society will benefit, or at least not be further deprived
8. Traits
Qualities
Listening
Empathy
Healing
Awareness
Persuasion
Conceptualization
Foresight
Stewardship
Commitment to the growth of people
Building community
Respect
Responsibility
Humility
Love
Compassion
Commitment
Patience
Servant Leadership
9. Power Leadership
Service Leadership
Attainment, exercise, and retention of power
Principle of divide and overcome
Taking
Power is consciously used in order to serve
Giving
Mutual trust: a commonality that all share
Only possible when people are capable and motivated.
Employees are given the chance to exercise their talents and abilities
Power vs. Service Model
10. The Servant Leader
The servant leader knows that his/her own growth is facilitated by the growth of others.
Servant leadership is a reaction: the most important job being to find out what the needs of the community are and fulfilling them.
Servant leadership overcomes opposites, and works towards reconciliation. Opposites exist to be combined, and seen as not what separates people, but what brings them together.
Servant leadership does not see cultural differences as a problem. It is seen as opportunities to create something together that is stronger than two parts.
Servant leadership focuses on what you share and ways which resemble each other leads to a sense of connection, humanity, and compassion.
11. Strengths
Limitations
A long-term, transformational approach to life and work.
A way of being
Concerned with service to their followers
Not a quick-fix to problems in an organization. Cannot be quickly instilled in others.
Soft approach to leadership.
Listening and empathizing too much with others may lead to indecisiveness or a lack of vision.
Servant Leadership
12. Implications for Servant Leadership in Education
Community friendly.
It looks to take care of the needs of all involved.
Promotes students, parents, and teachers to be their best while looking out for the interests of one another.
When the needs of others are met then the abilities, talents, and achievements can be realized.
If a better society is to be built, one that is more just and more loving, one that provides greater creative opportunity for its people, then the most open course is to raise both the capacity to serve and the very performance as servant of existing major institutions by new regenerative forces operating within them (Greenleaf, 1970).
14. Instructional Leadership
15. Instructional Leadership
Instructional quality is one of the most important factors in effective teaching. Without it, school reform is impossible.
How can leaders develop and implement strategies to improve faculty quality and then manage the process of school reform in today's complex school environments?
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16. What is instructional leadership?
Those actions that a principal takes, or delegates to others, to promote growth in student learning
(http://www.e-lad.org/resources/resources.asp?ResourceID=14)
In practice, this means that the principal encourages educational achievement by making instructional quality the top priority of the school and brings that vision to realization.
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17. Role of the Instructional Leader
Different and not as common to that of a traditional/conventional administrator
Where a conventional principal spends the majority of his/her time dealing with strictly administrative duties, a principal who is an instructional leader is charged with redefining his/her role to become the primary learner in a community striving for excellence in education
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18. Descriptions of duties of an instructional leader
In instructional leadership, it is the principals responsibility to:
work with teachers to define educational objectives.
set school-wide or district wide goals.
provide the necessary resources for learning.
create new learning opportunities for students and staff.
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19. Benefits of Instructional Leadership
Collaborative learning environment
Learning is not confined to the classroom
Is the objective of all educators.
Instructional leadership is an important departure from the ancient model of administrator as authoritarian
Clear sense of direction for their schools
Prioritize and focus attention on the things that really matter in terms of the work of students.
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20. Professional Development
The National Association of Secondary School Principals is one type of association that offers workshops to help educators acquire the skills necessary to become an effective instructional leader.
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21. Catalysts in education
Instructional leaders increase student achievement by becoming actively involved in the curriculum with teachers and students.
These actions cause a TOP(admin)-DOWN( teachers/students) effect on achievement and catalyze student achievement.
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22. Transformational Leadership
23. Based on:
Interpersonal relationships between leader and follower
Shared motives
Shared values
Transformational Leadership
24. James M. Burns
Historian
Political Scientist
Author
25. Power
Purpose
Relationship
Essential Elements of Transformational Leadership
26. Transformational Leader
Power-Wielder
Mohandas Gandhi
Political, Spiritual Leader of India
IdiAmin Dada
African Dictator
Comparison
27. Leadership
Management
Act in response to the motives and values they share with the leader
Unleashes energy, sets the vision so we do the right thing
Builds upon good management skills to facilitate the work of others
Practice of applying power and using incentives to maintain control of situations or call people to action
Controls, arranges, does things right
Directs work of others
Leadership vs. Management
28. Behavior Characteristics of Transformational Leaders
Individual consideration
Intellectual stimulation
Inspirational motivation
Idealized influence
29. Individual Consideration
Personal attention
Emphasize the importance of frequent, open, and honest 2-way communication
Explore prior knowledge, beliefs, and customs
30. Intellectual Stimulation
Encourage followers to see old problems in a different way
Risk-taking, innovation, creativity, critical thinking, problem solving
Goals represent values and motivations, wants and needs, aspirations and expectations
31. Inspirational Motivation
Communicate high performance expectations
Model exemplary practices
Team Spirit
Identify key values and motives
32. Idealized Influence
Exemplary personal achievements, character, and behavior
Up-front and visible
Motivate students
Evaluating, remediating, and enriching students
33. Implications for Teaching and Learning
Fosters positive interpersonal relationships with students.
Students experience intrinsic motivation to achieve.
Teachers and students share values and motives.
34. Golemans Leadership Theory
35. Emotional Intelligence
Managing feelings so that they are expressed appropriately and effectively, enabling people to work together smoothly towards their common goal
36. Emotional Intelligence and Leadership
IQ is not enough!
High EQ makes effective leaders!
Great leaders are made not born!
37. 4 Domains of Emotional Intelligence
Self-Awareness
Self-Management
Social Awareness
Relationship Management
38. Self-Awareness
Having a deep understanding of one's emotions, strengths, weaknesses, needs, and drives.
Being neither overly critical nor unrealistically hopeful.
Being honest - with themselves and with others
Recognizing how their feelings affect them, other people, and their job performance.
Knowing where he/she is headed and why
39. Self-Management
Controlling one's emotions and impulses
Adapting to changing circumstances
Being trustworthy and conscientious
Ready to seize opportunity and strive for excellence
40. Social Awareness
Ability to sense, understand, and react to others' emotions while comprehending social networks.
Ability to build rapport
Organizational Awareness
Service Orientation
Empathy
41. Relationship Management
Ability to inspire, influence, and develop others while managing conflict
Teamwork
Collaboration
Building Bonds
42. Resonance
Resonareto resound
Attuned to other peoples feelings
Move people in a positive emotional direction
Values, direction and priorities spoken
Mutual comfort level
43. Six Leadership Styles
Visionary
Coaching
Affiliative
Democratic
Pace-Setting
Commanding
50. Emotional Intelligence
Nice to have vs. Need to have
Remember, emotional intelligence can be learned!
51. Conclusion
Relationship Theories
Connections formed between leaders and followers
Motivate and inspire
Focused on performance of group
High ethical and moral standards
Management Theories
Supervision, organization, group performance
Reward and punishment
Behavioral Theories
Leaders are made, not born
Actions of leaders
People can learn to become leaders
52. Resources for instructional leadership training
Principles of Effective Administrative Leadership and Examples of Descriptors (http://www.doe.mass.edu/lawsregs/603cmr35.html?section=ted)
What School Principals Need to Know about Curriculum and Instruction(http://www.sreb.org/programs/hstw/publications/pubs/PrincipalsNeedToKnow.asp)
Teacher Working Conditions Toolkit (http://www.teacherworkingconditions.org/index.html)
Leadership for Student Success. (2009). Retrieved November 6, 2009, from e-Lead : http://www.e-lead.org/resources/resources.asp?ResourceID=14
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53. References
Frick, D. 2004. Robert K. Greenleaf: A life of Servant Leadership. Barrett-Koehler Publishers, Inc. San Francisco,Ca.
Levine, M., Jossey-Bass Inc. (2007). The Jossey-Bass reader on educational leadership (2nd Ed.). San Francisco: Jossey-Bass.
Oostinga, I. 2009. Servant-leadership (Robert K. Greenleaf). 12Manage The Executive Fast Track. September, Vol. 10.3. Retrieved 27 September 2009 from Walden University Library Database, Ebscohost. http//www.12manage.com/methods.
Taylor, T., Martin, B., Hutchinson, S., & Jinks, M. (2007). Examination of leadership practices of principals identified as servant leaders. International Journal of Leadership in Education. October-December, Vol. 10, No. 4, 401-419. Retrieved 27 September 2009 from Walden University Library Database, Ebscohost. http//www.tandf.co.uk/journals.
Trompenaar, F. & Voerman, E., (2008). Power to the people. Engineering & Technology. Retrieved 27 September 2009 from Walden University Library Database, Sage.
54. Barger, R. (2000). A summary of lawrencekohlbergs stages of moral development. Retrieved October 10, 2009 from, http://www.csudh.edu/dearhabermas/kohlberg01bk.htm.
Bass, B. & Riggio, R. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Bennis, W. & Nanus, B. (1985). Leaders: Strategies for Taking Charge. New York: Harper & Row.
Burns, J. (1978). Leadership. New York: Harper & Row.
Fairholm, M. (2001). The themes and theory of leadership: jamesmacgregor burns and the philosophy of leadership. Washington, DC: The Center for Excellence in Municipal Management. Retrieved October 10, 2009 from, http://www.dccpm.org/scripts/files/dl.php?fn=burnsandleadership.pdf.
Huitt, W. (2004). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved October 10 from,http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html.
Leithwood, K. & Jantzi, D. (2005). Transformational school leadership in a transactional policy world. In B. Davies (Ed.), The essentials of school leadership (pp. 31-40). Thousand Oaks, CA: Corwin Press.
References
55. References
Goleman, D. (2004). What makes a leader? Harvard Business Review (82),1. 82-91. Retrieved September 9, 2009 from Ebsco Host database.
Goleman, D. (2004). Leadership that gets results. Harvard Business Review (78)2. 78-90. Retrieved September 9, 2009 from Ebsco Host database.
Goleman, D., Boyatzis, R., McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Publishing.
Teleos Leadership Institute. (2002). Daniel Goleman, Richard Boyatzis, and Annie McKee discuss their book, Primal leadership: Realizing the power of emotional intelligence. Retrieved September 8, 2009 from www.teleosleaders.com