Leadership success is determined by individual leadership abilities. (Cunningham & Cordeiro, 2003 p. 136). The National Policy Board for Educational Administration (as cited in Cunningham & Cordeiro, 2003 p. 136) expresses the teacher’s ability to provide meaning and direction to the school environment. This definition also includes goals, sharing, helping in the development of the plan and vision and preparing for change by comprising school. students, administration and community. Clark and Clark (as in Cunningham & Cordeiro, 2003 p. 136) note that leaders involve individuals who work together toward a common goal. One aspect that remains consistent across all definitions is that leadership is the appearance of skills and abilities that one possesses (Kouzes, 2003, pp. xvii). The three models of educational leadership, transformational, school-based and cultural, have different strengths and weaknesses, and one that explains the purpose that education should have is the transformational leadership model.
An example for leaders
The following three examples of a leader will send the following scenario: Suppose you are hired as the superintendent of a problem area or the President of a university suffering from serious financial and labor problems. boarding school or the board of governors has told you that it is your job to turn things around.
Transformational Leadership
Ardet (as in Cunningham & Cordeiro, 2003 p.167) notes that transformational leaders acquire supporters, facilitate new ways of doing things, organize resources, help and encourage people, and act in response to organizational challenges. This type of leader perceives change as essential and attempts to make the change happen.
Transformational leaders recognize three basic goals. Encourage individuals to develop and maintain a professional school environment, promote teacher development, help teachers to solve problems more successfully (Cunningham & Cordeiro, 2003, p. 167). Transformational leaders oversee goal setting, shared authority and accountability, continuous professional development, successfully handle inconsistencies, shift work, varying opinions, affirming statements, pauses for thought, observed progress, and involvement when progress comes to a halt. Transformational leaders achieve their goals through vision, communication and trust (Cunningham & Cordeiro, 2003, p. 167).
School-based leaders
A two hundred school-based organization allows people to create a school environment that fosters continuous professional development, ownership, and growth. Individuals involved in school-based leadership have the freedom to continuously improve the learning process. Issues that have an effect on success are associated with professional development and instruction, sufficient knowledge to draw learned conclusions, establishment of a stimulus system to recognize actions, and appropriate time for individuals to contribute to preparation and development (Cunningham. &
Information is disseminated to the school and community, followed by meetings and discussions. The role of principals in school-based leadership is increasing. The principal must be effective and protect the school administration that institutes improvements and the objectives of the system of action are in motion (Cunningham & Cordeiro, 2003, p. 164).
A school-based principal is concerned with “effort, development, facilitation, support, and infrastructure” (Cunningham & Cordeiro, 2003, p. 164). The likelihood of success through this model is increased when those involved are given time to obtain the necessary knowledge and skills, to communicate and talk about their ideas, and to create, implement and evaluate thoughts related to the learning environment (Cunningham & Cordeiro; 2003, p.
Cultural leadership
Cultural leadership emphasizes the culture in which people work. Work culture advocates an understanding of the values and beliefs that define an organization. Culture is often defined as “the way we do things here” (Cunningham & Cordeiro, 2003, p. 164).
According to Cunningham and Gresso (as in Cunningham & Cordeiro, 2003, p. 165) schools are more successful if they have a culture that is linked to a vision of school quality. In turn, the culture guides the individual of the school along a common path, and provides importance and importance for those involved in the school, including students, teachers, and administrators. Cunningham and Gresso (used in Cunningham & amp; Cordeiro, 2003, p. 165) propose schools with leadership culture containing the following fundamentals: A combination of modifications that have a positive impact on students, truth, trust and communication between schools. staff, a clear vision of the best school, an environment of encouragement and origin, a clear system in place, goals are organized by standards, awareness, knowledge, programs, mutual support between school, home, community, authority and sup- teaching staff, observations and feedback results.
Culture distinguishes the different ways individuals act in response to events, provides meaning, and associates the individual’s efforts with reason. Innovation and progress would be impossible unless individuals recognized the culture that inspires the school’s mission. Faith and vision are significant elements in cultural leadership. Trust in management, faculty and community. Also, a vision that includes dedication, preparation, courage, comfort and consideration. (Cunningham & Cordeiro, 2003, p.166).
Most of the model for the salad
The most effective model of the preceding scenario is the transformational leadership model. Transformational leaders are often portrayed as those who relate the vision to the changing organizational requirements. This vision will be successful if the leader turns the vision into implementation (Wren, 1994, p. 445). Transformational leadership, too, “requires a vision of the future and the ability to articulate and implement innovation, strategies designed to achieve it” (Gilkey, 1999, p227). According to Bass (as cited in Krishnan, 2001) transformational leadership is comprised of four qualities: charismatic leadership, inspirational leadership, intellectual stimulation and individualized consideration.
Transformational leaders are accepted, valued, and trusted. Everyone wants to imitate these leaders, because they have amazing ability, perseverance, and character. Leaders are willing to take risks and are consistent rather than arbitrary (Bass, 1998). Transformational leaders “can be counted on to demonstrate high ethical and moral standards for doing the right thing” (Bass, 1998).
Transformational leaders engage in behaviors that inspire and motivate individuals and offer meaning and challenge. This in turn challenges the spirit of the team and competes for enthusiasm and hope. Individuals draw on the vision of transformational leaders because this type of leader manifests meaningful characteristics that unite individuals and show dedication to goals and a “shared vision” (Bass, 1998).
Transformational leaders motivate individuals, “work to be innovative and creative by questioning assumptions, reframing problems, and approaching old situations in new ways” (Bass, 1998). In this leadership style he encouraged; individuals are incorporated into the problem/solving process and their approach is not ridiculed (Bass, 1998). A transformational leader gives consideration to individual activities and goals. They pay attention to the desires of the individual arts and the ends, so that the counselor can facilitate them. As a result, individuals reach a higher potential in this environment of origin and support. Communication is mutual between a transformational leader and individuals. A transformational leader recognizes the diversity of individuals and treats them as such. Individuals under transformational leadership are treated as people with feelings and not just employees (Bass, 1998).
Transformational leaders are creative thinkers and tend to see the big picture; they are also motives in their own ways. They are inclined to have an apparent vision and goals that they recognize as individuals. Transformational leaders rely on using self-concepts and objective knowledge to motivate (Scholl, 2002). When transformational leaders succeed, people can move from outside to inside management. This reduces the need to examine each individual. Subduction from external to internal management results in: “Mental models of employees, linking desired outcomes with values held by employees, creating employee ownership of outcomes to validate positive outcomes self concept of employees, and a strong employee is the same as a group or organization” (Scholl, 2002). Hence, transformational leadership is a step-by-step imperative in today’s organizations to generate organizational culture and motivating work environment. human creativity and innovation.
Innovation involves changing from one form of doing work that is safe for the individual to one that is unfamiliar to the individual. Transformational innovation involves presenting or performing tasks that are essentially different from the traditional way of performing tasks. Many organizations do not take this idea seriously as most people are resistant to change. Transformational leadership is a leadership style that is capable of organizing and implementing innovation. A transformational leader will influence individuals to change, collectively, to exchange information, and to visualize persuasive futures (Denning, 2005).
There are three types of innovation, according to Dundon & Pattakos (2001) these include “technology, global markets and personal power”. Technology includes every application of knowledge to improve existing knowledge. This in turn led to a global market here; Organizations are no longer dependent on a limited supply of resources. It also grows in the face of personal power. A shift from established authority to individual privilege (Dundon & Pattakos, 2001). The most successful leaders understand these aspects and help individuals see the big picture and how these aspects create opportunities. Leaders look to innovation to highlight viable and mutual talents. There are three ways to innovate: “cost-cutting programs to seek greater efficiency; innovation attributed to a specific team or group; an organization-wide approach to innovation that includes all levels of organization” (Dundon & Pattakos; 2001).
conclusion
As can be seen from the previous examples, leadership emphasizes the ability to achieve results. Admirable officers can adopt different methods to meet the requirements of the situation. In this case, a leader involves four characteristics, to influence others, where leaders are followers, leaders are visible when they need an innovative response, and leaders have an idea of what they want to do and why. Leaders are therefore individuals who can think and act creatively in non-standard situations and who influence the actions, beliefs and feelings of others (Doyle, 2001). As the organization looks to the course, the vision must be accepted. It attracts individuals to seek strategic goals. Leadership is associated with “vision, mission, purpose, direction and inspiration” (Cunningham & Cordeiro, 2003, p. 135).
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