:adership in educational management Marianne Coleman

~ ieadership have application to all types of organizations, and the - models of leadership first described are drawn from organization . -ere possible, references are to leadership in education, and . drawn tc issues which are specific to leadership in schools and ~ continues with an overview of the strong I inks between leadership effective school and the relationship of leadership to school - - .ent. Consideration is given both to the variety of external pressures -~ in education and to the fact that they are increasingly faced with 7ore autonomous institutions. Finally the chapter touches on the :e of development and training for the leaders of today's schools and _ : nizations and leadership :tions are linked with the existence of leadership: :)ncept of organization, .., with its implications for the differentiation :-onsibility roles, does permit the study of leadership as an aspect of -=lationships between members who are co-ordinating their efforts for -hievement of common goals (Stogdill 1969, p.Al). :-!ications are thut leadership exists where: An organization has common goals There are different roles, within the organization, one role being that of leader There are systems and structures to allow the co-ordination of efforts to achieve the common goals

55
Principles of educational management

Leadership is not necessarily confined to one person in an organization, there one style of leadership.

Styles of leadership
Styles of leadership may be labelled as autocratic or authoritarian on th hand and democratic or participative on the other. The Tannenbaum-Schmidt continuum (see Figure 3.1) indicates that may be a range of styles between autocratic and democratic that are o the choice of the individual leader. Boss-centred leadership ------------------------ Subordinate-centred leade Figure 3.1 The Tannenbaum-Schmldt continuum of leadership behaviour The leader can choose along this continuum, ranging from making a de and announcing it, to permitting 'subordinates to function within 1 defined by superior' (Tannenbaum and Schmidt, 1973, p.164). Perhaps the best known discussion of styles of leadership centres o division of leaders into two groups, those who tend to be more 'to 'results' orientated and those who tend to be more 'people' or `relatio orientated Results ............................................. Relationships orientated orientated Figure 3.2 Two leadership styles

The implication that a leader tends to b2 either results or relation orientated at all times and in all situations is modified by a sophisticated analysis of styles of leadership by Blake and Mouton (1964): 56
~.- :~geme-. Concern for .:-;~igerial arid :. J.'1~ otrs t

e C 'cor.cern f~'r ~e~ ^ . .-.e I-) ldentifv.81 mar ~. in'o one of 1 1 -. -

m..

- - ;.^.;repreneuna'. ' !ow

relationships

---- .-::~ their workers. 't~e ,: . Ir 80) :.=' low relationships ra!e ,` n':cates a passive cp-r-c : :eeat' (P.85) -wed moderate, relationship's :L-- = -:nae approach means that ^-ium or compromise p.-Lxe -wed high, relationships rat., the basic aim is to 'pren - -~ productivity, and h!ah

l. '- \4anagement

5,5 Management i, 1 Management 9, 1 Management Concern for production ' .",~e managerial grid w7~nsionai grid allows the positioning of management styles along . Y:es labelled 'concern for people' and 'concern for production'. It is possible to identify 81 management styles, but the analysis : -es 1Paders into one of five main styles: -:a rated high, relationships rated low) ~ of leadership is identified as 'achievement orientated' and as -.;ng 'the entrepreneurial spirit' (p.18) -~,:Its rated low, relationships rated high) -~ encourage their workers, 'the group, not the individual, is the key -he organization,' -ults rated low, relationships rated low)
(P

80)

~1~roach indicates a passive approach which may apply 'to those that : _cepted defeat' (p.85) -=sults rated moderate, relationships rated moderate) -.iddle range approach means that 'satisfactory... solutions are found :h equilibrium or compromise processes. ' (p.110) -esults rated high, relationships rated high) leader the basic aim is to 'promote the conditions that integrate through concerted team ~..' (p.142)
w,is
-

.vity,

high productivity, and high morale

Leadership in educational management

9, 9 Management

57 Principles of educational management The analysis was not intended to identify personality types: The point to be emphasized here is that managerial styles are not fixed. They are not unchanging. They are determined by a range of factors. Man are subject to modification through formal instruction or self training. (p.13) Leadership style can be analysed in terms of gender considerations, further attention will be given to this in chapter 9. The analysis of styles of leadership has been the basis for the developme many oi the theories of leadership in organizations.

Leadership in organizational theory

The theories relating to leaders in organizations can be categorized into which emphasize the qualities of an individual leader or even propo ideal leader, and those which emphasize the importance of the situati variables interacting with the leader. The latter are known as contir. theories.

C7 Theories concerning the qualities of the individual (a) 'The great man' theory
The view, particularly in the political world, that leaders are born and made, carries the implications that the process of selection of lead crucial, and that training and development in leadership is to no account. (b) Personality traits Some theorists have worked on the assumption that certuin personality determine success in leadership. Stogdill found that some traits were co to successful leaders, but there has been difficulty in identifying consistently. There are also difficulties in agreeing definitions of trai abstract as dependability and, in measuring to what degree a leader have such a trait. Stogdill (1969, p.127) recognised that, despite the observation of parti traits in leaders, situational factors would play their part: The findings suggest that leadership is not a matter of passive status, or the mere possession of some combination of traits. It appears rather to be 58 .:,nsnip among members c: through active participati :- :a-nnng cooperative tasks tn.-.:s =apacity ... appear to be ir.'. v -tners, and insight into situ: ~es: =sibility, initiative, persister.: lr,r- ~cgh leader ~ -cr. be analyzed on a tw -= 3 3 Whilst this mode: ~. ~;ership style, the empha!~ ' .~ :anaunge used to decribe w:~nships, implies that this is s~=s1 are the ability to 'he.,- s to 'face up to conflict c . ; :aaders v.~ ^asis that a good leader
%s :.

leader from four btsic s 4

:.^.d

placed this ideal lSvsterr - . -:.-: sum. Under such a leader .r.-`;viduals feel responsible fc:

support the perceptior.s :=Kard System 4, are more prod .:rcble attitudes than do thosi ...:vocratic l l (p.46). v :eadership that are based or s , 5 on situational factors, porn Leader and those who are led
-.-:7gs

gency theories
these theories are complex s - vr.eir environments. They allo *.; --e-ship style and behaviour wi:

developed by Hersey and H e 'behaviour in a leader, whici ~ -^ment, experience and comm