Chapter 3Theories of educational leadership and management3.1 The nature of theory3.2 Theories of practiceTransformational leadershipParticipative leadershipDistributed leadership
Educational Leadership and Management in an International School Context
Due to the increase in commercialism and an injection of wealth, there is a new demand to meet a western style of education, particularly in Asia. Asian and Middle Eastern countries are seeking to find an answer to successful leadership and management in education.
This study will also aim to provide a clear framework to which leadership can be understood within the international school context, based on the authors own experience as a British International school, in Vietnam and will be referred to as the institution. Linking their traditional philosophies as a clear vision, this study aims to analyse appropriate leadership strategies within the institution in a bid to raise the standard of education and educational outcomes around the whole of Vietnam.
Leadership in schools is the most important factor in achieving improvements in school performance. Leaders make a significant difference in any organisation. There is no single way to lead which can guarantee success, leadership in situated and contextual, involving issues such as diversity, inclusion and equity and embracing change to embed social justice. Yukl (2002, pp. 4-5) argues that the definition of leadership is arbitrary and very subjective. Given that there is more than one way to lead, perhaps a combination of many and what may be good in some contexts may not be in others. In order to achieve success a school requires trained and committed teachers but in return they need the leadership of a highly effective principal.
Greenfield and Ribbins (1993) add that leadership begins with character of leaders, expressed in terms of personal values, self-awareness and emotional and moral capabilities. This is clear that the ultimate goal or aim of the leader in question will be reflected by peers and the school as a whole. Nurture, work ethic and work proficiency are prime examples at the institution, of ensuring traditions are kept with a bilingual education. This work of Greenfield and Ribbins (1993) can be linked strongly to leadership characteristics, or more specifically, mannerisms or skills related to leadership that enables a leader to lead effectively.
Many leadership characteristics are evident in the work of Stodgill (1974) (see Appendix 1). A successful leader must be very adaptable to any situation and remain knowledgeable to current policies and alert to external factors. An effective leader is cooperative with all members of staff and all pupils which in turn earn them a lot of respect. A successful leader is decisive, persistent and risk taking which contributes to the continuous progress of a school.
It is worth noting that there is currently little work that identifies any relationship between leadership traits and a successful school or positive school climate without the appropriate implementation of leadership in practice.
Vision is increasingly regarded an essential component of effective leadership, in sync with clear goals of where the school, as a whole, are aiming to be [or achieve]. Beare, Caldwell and Millikan (1989) draw on previous works of leadership and its relativity directly to vision:
Despite some criticism of leadership and vision, a study by Greenfield, Licata and Johnson (1992) states, using a large sample of 1769 in 62 schools, demonstrates that there was strong support for a clear vision and that it was articulated well. Teachers in this sample seemed to agree that their principles had a vision of what the school ought to be and that it was in the best interest of their students. They also viewed their principals as being relatively effective in advancing the vision. The articulation of a clear vision has the potential to develop schools.
Primarily, being able to distinguish between leadership and management is very important. Are leadership and management the same or is one more effective than the other? By distinguishing leadership and management, this study will then lead to the analysis of various leadership or management strategies.
This being said, leadership and management need to be given equal prominence if schools and colleges are to operate effectively and achieve their objectives. While a clear vision may be essential to establish the nature and direction of change, it is equally important to ensure that innovations are implemented efficiently and that the schools functions are carried out effectively. Such a theory would appear to be irrelevant with an appropriate strategic approach to educational leadership.
It is of equal important to identify the differences between educational leadership and that of a regular business. Of course, there are some similarities, however, in education there is one vital output, that being the children. Educational leadership has to be centrally concerned with the purpose or aims of education, including different outputs such as the community, parent satisfaction, a wealthy competition pool and obviously educational outcomes. These goals, as described by Bush (2008), provide the crucial sense of direction to underpin school management, particularly their vision and setting the vision for all to follow.
- The difficulty of setting and measuring educational objectives- The presence of children and young people as the outputs or clients of educational institutions, considering need for nurture and safety and enjoyment- The need for educational professionals to have a high degree of autonomy in the classroom- The fact that many senior or middle managers, particularly in primary schools, have little or no time for the managerial aspect.
The overriding purpose of schools and colleges is to promote effective teaching and learning. Does an effective leader have the qualities to go the extra mile and ensure child safety or well-being of staff, or simply take care of the management and administration, leaving the rest to teachers.
School administrators are in high demand worldwide. This online Master of Science with a major in International School Leadership is designed specifically for educators who want to assume leadership positions around the world. The program was designed to address key educational leadership themes and challenges identified by the Association for the Advancement of International Education (AAIE). Offered in partnership with PLS 3rd Learning, Wilkes shares a commitment to improve the quality of international school leaders across the globe.
Our program develops the leadership, instructional, and management skills needed to advance and excel in an international school leadership career. The 30-credit program includes seven courses targeting critical leadership topics for international educators. The three remaining courses in the program provide research, educational technology, and communication skills essential for a well-rounded leader.
The seven leadership courses in the curriculum are available in two formats: Self-paced where you register and get started at any point throughout the year, and cohort-based where you move through each course with a small group of current and aspiring school leaders.
Graduates of our program go on to pursue leadership roles around the world, filling administrative vacancies at international schools or advancing within their current school. These exciting opportunities to live and work in another country can be incredibly rewarding.
Additionally, some graduates may pursue careers in government or international relations, working closely with international school administrators to reshape policy, recruit talent, or deliver better educational outcomes.
The Educational Policy concentration combines academics with Drexel University's tradition of applied learning. Students engage with policies and policy issues impacting education, those working in it, and those served by it. Policy studies are contextualized within the range of jurisdictional entities from local to national and international settings. Heavy emphasis is placed upon the roles of ethics and ethical decision-making in past and future policy-making.
The Sport Leadership EdD concentration aims to help leaders in sport develop their ability to lead sport programs and become more of a valued asset to their athletic communities. Students in the program include administrators, former athletes, coaches, sport performance staff and educators. Program faculty are leading experts in their specific fields and are committed to sharing evidence-based practices from the most up-to-date solutions in the sport coaching context. One of the core program values is a focus on diversity, equity and inclusion for sport leaders and the development of the sport context for all, including athletes, coaches, administrators and other stakeholders. Course content focuses on a leadership development plan for students to develop their skills in communications, planning, evaluations and ethical decision-making by accessing examples of best practices in the field of sport leadership.
Angelle's research expertise includes teacher leadership, international comparative studies in school leadership, and organizational constructs which support effective schooling. Her research has been presented both nationally and internationally. Her most recent edited books are A Global Perspective of Social Justice Leadership for School Principals and Cultures of Social Justice Leadership: An Intercultural Context of Schools.
The Certificate in School Management and Leadership (CSML), a multi-course certificate program for PreK-12 school leaders, is an innovative collaboration between the Harvard Graduate School of Education (HGSE) and Harvard Business School (HBS). Bridging the fields of business and education, CSML integrates expertise in managing teams and organizations with best practices in educational leadership, to provide school leaders with frameworks, skills, and knowledge to effectively lead and drive change improvement in schools. 2ff7e9595c
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