The Principles of Educational Leadership

Introduction
The good leader is dynamic, yet flexible, recognising that the system in which he or she exists is continually changing and that he or she must adapt accordingly. As we pointed out in Unit One, the leader anticipates rather than merely reacts to problems and does so with a clearly defined set of aims and objectives and general philosophy. This is the proactive approach to leadership.

Consequently, such a leader will view change as a challenge rather than a treatment and will also admit when he or she is wrong and adapt as necessary.

Finally inherent in all of the above, good leaders will maintain a positive, supportive relationship with followers and will share with them the task of decision making. The development of leadership skills should take place without rigid hierarchical considerations. Students, for example, provide a great untapped resource and can be utilised as peer counsellors or for the positive peer pressure they can exert.

Classroom teachers display a great deal of informal leadership outside of their classrooms. Co-coordinating their numerous activities such as athletics and sport, prizegiving activities, PTA meetings and debating classes, all require leadership ability and the ongoing development of leadership potential. The potential of increased job satisfaction, personal growth and an improved school atmosphere are essential intrinsic values that accompany such leadership ventures

In this unit, we will look at some of the skills required of a leader and review the advantages and disadvantages of some of the educational leadership styles already encountered in earlier modules. We will start to link some of the leadership theory with actual practice, although this is the main subject of Unit Three. We will also give you the opportunity to analyse your own leadership style and its effectiveness in your current post.

Individual study time: 3 hours

Learning outcomes
After working through this unit, you should be able to:

§ identify specific skills relating to practical leadership
§ relate those skills to your own practice in school
§ understand the advantages and disadvantages of a selection of leadership styles
§ begin to analyse your own effectiveness as a leader in your current post

Essential components of leadership
Leadership is being orientated on goals and a vision for the future and influencing others to work towards them. It’s often about getting people to do what they are not necessarily inclined to do even if they think it is right for them. It becomes, of course, preferable if they like it when they have achieved the goals. Leaders are not necessarily born into leadership but can learn the skills attributed to it - hence this programme. They will develop a high level of social skills: - communication, problem solving, social assertiveness and the ability to clarify and negotiate. Some leaders are dominant characters. This, in our view, is not a desirable trait as the essential characteristics of leaders are that they will involve others and develop them, rather than controlling or dictating to them.

To function as leaders, there must have an emotional appeal that instils in other people the desire and confidence to follow them. Leaders will be able to lead only when they can effectively influence people over extended periods of time. Our view of leadership development is that it requires the integration of theoretical information, which we have provided here, with the opportunity to practice the necessary skills and then to make the application in real-life situations. This is why so much emphasis is placed on the Practicum in this programme.

There are a number components that are essential for good leadership.

Some of these are:-

1) Formulation of a vision
2) Developing the plan – aims and objectives
3) Problem solving skills
4) Interpersonal skills
5) Team building skills
6) Motivating others
7) Conflict management
8) The management of change
9) Supervision skills
10) Evaluation skills

Activity 2.1
Of course, this is not a definitive list and you will be able to think of others. However, before we look at each one individually, try to answer the following:

1) In one short sentence, describe what you think is meant by each one.
2) Rate yourself on each one, using the following
§ This is a strength of mine
§ I am fairly good at this
§ This is an area I need to improve on
3) In the areas which you feel are a strength, give an example as evidence of what you have done.

Comments
We hope you have found some strengths especially now that you are in the last module of the programme. Your evidence must be genuine, substantial and frequent for you to say that it is a strength. We have expanded on each of the areas below and in the next unit will look more at the practical aspects of them in schools.

1) Formulation of a vision
In order to lead effectively, one must know where the school is going in the short and in the long term. Without this kind of vision, staff will just coast from one development to the next without any linkage or synergy. The vision is partly articulated in the Mission Statement and this is why it is so important that it is looked at regularly and updated as significant numbers of new staff arrive. Look back, at this point, to Module One, Unit One which deals with the development of a Mission Statement.

However, the mission statement alone is not sufficient to express the full implications of the direction a school will take, say, over the next five years. This must be conveyed to all staff, governors, parents and other stakeholders and is recorded, after significant consultation in the School Improvement Plan. This plan is not just about buildings and other resources but should mainly relate to the educational strategies of the school which will ultimately provide a more effective academic and social education for the children.

2) Developing the plan – aims and objectives
Any strategic plan is of little use without the detail. Such features as what will be done, by whom and by when are essential elements. You will have started by using the aims and objectives of the school to show how you will make the statements in the Mission Statement happen; in other words, the activities that will turn your words into action.

Activity 2.2
At this point, look at your School Improvement Plan and divide everything in it into three categories:-

§ That which will directly affect the quality of learning and teaching
§ That which will indirectly affect the quality of learning and teaching
§ That which will have little no impact on the quality of learning and teaching

Comments
We would hope that your plan is heavily weighted towards the first of these three statements. Examples of this might be – coaching of teachers, implementing assessment systems, observation of and discussion about lessons and developing new curricula. The second category is also essential but the amount of time you spend on it must be in proportion to its worth in raising achievement. It will include activities concerning pupil behaviour, pastoral care, working with parents, setting up reward systems, classroom display etc.

It could be argued that all activities in schools will have some impact on the children and the staff and thus their ability to perform well. The last category might include work on school buildings, community relations, staff and children’s Christmas parties and fundraising activities. However, we must be careful not to allow these activities to take up the majority of our time. Many are essential but must be delegated to others to do whilst you carry out your core function.

The best plans will have a time scale for each activity and will be carefully monitored throughout and evaluated for progress during the course of the plan and especially at the end before a new plan is written.

1) Problem-solving skills

“Give someone a solution to a problem; you serve him/her for a day. Teach them to problem solve, you serve them for a lifetime”

Learning problem-solving skills enables one to apply strategies to increase the effectiveness of an individual’s ability to solve real life problems. An effective leader relies heavily on problem-solving skills for programme improvement and innovation, organisational improvement, decision making and group dynamic concerns. Such skill, however, need to become second nature as they will be used frequently throughout every day to resolve minor issues such as several teachers not turning up for work without notice or major ones such as a flooded school building.

The General Problem Solving Model
Although we have dealt with this issue before in an earlier module, here is another, simple approach:

§ Question - In order to deal with a problem, first formulate a question that clarifies the issue.
§ Alternatives - Secondly, investigate a number of reasonable alternatives to answer the question. Consultation with others helps here.
§ Information - Thirdly, obtain data about each of the alternatives if it is available and there is time. Analyse the data.
§ Syntheses: - Fourthly, decide on the basis of the information, which alternative(s) gives the “best” answer to the question.
§ Conclusion - Lastly, take decisive action.

Of course, some problems do not allow you to go through this process consciously due to pressure of time. This is why it needs to become second nature.

4) Interpersonal Skills
Good interpersonal skills are essential in providing good leadership. Relationships need to be strong to allow followers to trust and have confidence in those they are following. Credibility is essential and this is displayed by the way we interact with the others that we work with as well as what we do. These skills are developed upon:-

A foundation of in-depth examination of ourselves
Growth and development in empathetic understanding or the ability to understand where others are coming from
The recognition of other’s problems and appropriate solutions and feedback
Setting high standards for ourselves and modelling them.
Creating a non blame culture
Developing ways of speaking and an ability to listen, hear what is being said and reacting appropriately

The first step in developing the interpersonal skills needed to be an effective leader is an understanding of oneself. An objective self-analysis, followed by an attempt to change the negative aspects, will create a solid foundation for the development of this essential skill. You can start by noting not only how others interrelate and their reactions to each other, whether negative or positive, but also how others interact with you. Note any negative feelings you create in others and ask yourself why this may be the case. It does not mean to say that you will need to change the content of your message but perhaps how you communicate it. It should be noted that personal stocktaking is a fundamental part of everyone’s growth and by understanding self, relations with others will be enhanced.

A good leader must have good insight into the feelings of all those affected by his or her leadership. This is when empathy is shown by a leader and he / she communicates on a deeper level and understands the other person more completely.

Apart from good communication skills, those who are good with people are usually

consistent in their actions;
open in their dealing with others;
willing to admit making mistakes;
able to adopt a leadership style consistent with their personality;
willing to take risks;
accountable for their actions;
willing to listen;
non-judgemental.

Reflect for a while on whether you have good relationships with your staff and whether they follow your leadership willingly and openly. To what extent do you feel this is part of your personality and the interpersonal skills you have developed? If you feel relationships could be better, consider what you might do to improve them.

5) Team building skills
As we said earlier, leaders will have a particular vision or goal. In order to be effective, part of the mission should be to see that the vision or goal is adopted by others. Teamwork is essential for this. A team could be described as an energetic group of people who are committed to achieving common goals, who work well together, enjoy doing so and who produce high quality results.

The use of team building techniques in an organisation has several advantages:-

§ Members will identify better with the goals of the organisation and concerned about its success if they participate in making decisions about goals and how to reach them.
Being a team member creates a feeling of greater control; it reduces the fear of the leader’s arbitrary use of power.

When group members participate in problem-solving, they learn a great deal about the technical complexities of the group’s task; they learn from each other, as well as from the leader.
Participation provides opportunities for the members to satisfy many higher-level needs
A team helps break down status differentials between the members and the leaders, fostering more open and honest communication.
Higher quality decisions often result from the combined resources of the work group.

6) Motivating Others
Motivation is directly influenced by factors that are both internal and external to the individual. A person who is acting in a leadership capacity will understand that there are certain internal motivational factors that are impossible to change. For example, a teacher’s personal circumstances may have a negative impact on his /her motivation in school. Poverty, poor housing, family commitments can all sap the energy of an individual. A teacher may not be predisposed personally to being positive and a pessimistic view of the circumstances in which one finds oneself can be demotivating.

There are however, a great variety of external motivational factors over which the leader has some control. These should and indeed must be used to ensure we get the best out of our teachers and keep them on track, keeping them focussed and having a feeling of worth. For us the ability to pay them more is not an option but there are many strategies which can be used which have no cost implications. Here are a few of them:-

§ Public or private recognition for those who do their jobs well and who go above and beyond
§ Encouragement and support for those who may be struggling with the task
§ Empathy with the situation they find themselves in
§ Ensuring you interact with every teacher professionally and personally very regularly.

You may need to keep a record to remind yourself who you have seen
§ Visiting classrooms and leaving a positive note of something well done on the teacher’s desk.
§ Recognition of the part a teacher plays in school or pupil improvement
§ Fund raising activities to provide rewards for staff or perhaps a meal at the end of the year or the start of a staff development session
§ Provide quality professional development workshops
§ Set aside time during each staff meeting or arrange a special professional development session so teachers can share with their peers the main ideas they learned from each session they attended
§ Provide fun and educational activities for teachers to do in their classrooms
§ Give positive feedback on lesson preparation and notes of lessons
§ Send cards to teachers to welcome them back after an illness, celebrate a birthday or another important event, or recognize a special achievement.
§ Select a "Teacher of the Month."
§ Make a spot on your weekly newsletter or communications book for a special thank-you or congratulations to individuals or the entire team.

Have you ever tried any of these or something similar?

7) Conflict management
This is closely related to problem solving only on an interpersonal level. We devoted a whole unit to this topic in Module Three, Unit 8 and we ask you to make a short revision of this section.

8) The management of change
This is directly linked with school improvement planning. Although we would not advocate change for change sake, the process of education and the needs of children change rapidly and schools must adapt to their needs. The essential aspect of this is that change should not be random and reactive. As leaders, we need to plan for change, to ensure that we are in control and that we do not have to cope with too much at any given time. Perhaps, at this stage, you should glance again at the section on Proactive Leadership in the latter part of the last unit and Unit 8, Module 2.

9) Supervision skills
Supervision is a necessary component of effective leadership behaviour.

We offer you here three supervisory styles - the non-directive style, the collaborative style and the directive style.

Non-Directive
The non-directive supervisor believes that teachers are capable of analysing and solving their own educational problems
Self assessment with supervision as guide

Collaborative
The collaborative supervisor negotiates with teachers the plan of action for the improvement of classroom standards
Mutual contract decided upon by supervisor and teacher

Directive
The directive supervisor feels the best way is to make standards clear and show teachers how to attain these standards
Delineated standards unilaterally determined by supervisor

The skill is to identify which of these three styles is most suitable for each teacher as a single style for all will be inappropriate depending on experience and motivation. We must point out, however, that it is essential; that the head sets the standards, although this will most effectively be done in cooperation with the staff. Supervisory skills, if utilised properly, can lead to positive growth in the teacher and in the supervisor.

Supervision does not have to be “top down”. This can be collectively as well as individually implemented.

10) Evaluation skills
We devoted the whole of Module Six – Monitoring School Effectiveness, on this and we would ask you to look again at the key points made there.

Participative leadership
Much of the daily life of a headteacher is about making decisions, whether as a result of problem solving, how to support a teacher or something as fundamental as the choice of a textbook. This is best achieved through participative leadership. In Module One, Unit Two, we looked at styles of leadership and management. You will recall that there are various types of leadership styles and these are listed below.

Democratic
Autocratic
Laissez-faire
Contingency
Transactional

In the first module, we outlined the characteristics of each style. Now we intend to develop the theme by looking at the advantages and disadvantages of each style of leadership.

Democratic Style

Advantages
Every one has an input in policy making
Staff members have a sense of belonging
Builds self confidence of staff
Develops good staff relationships
Collective planning / team work
Delegation of duties
Established communication network
Empowerment of all members
Allows for full participation
Motivates people to work
Encourages attendance from pupils
Improved performance of teachers and pupils
Efficiency in management will be improved
Supervision will be conducted in a firm but friendly manner
Minimal conflict
Task completed on deadlines
Makes use of available skills and thoughts
Systematic approach to all tasks activities
Freedom of thoughtMore commitment from teachers

Disadvantages
Time consuming
Chaos, confusion and conflicts
Staff may be insubordinate
Inappropriate decisions can be made
Factions in the school / clashes
Teachers can try to control the leadership team
Teachers shirking responsibilities
Animosity through too much freedom
Open way for power seekers
Longer time to implement plans
Abuse of privilege by staff members
Teacher override privilege
Distrust in one another
Parents influencing teachers
Encourages cliquism
Not all opinions of members are genuine and accepted
Members become withdrawn and become de-motivated
Ineffective communication

Autocratic Style
Advantages
Less time consuming
Leadership control
Disciplined / strict leadership
Achieves set targets
Imposition on members to get things done
Getting much work done in less time
Self confidence
Must be knowledgeable, plan ahead
Takes all responsibilities for school
Head dictates, other follow.
No time wasting
In emergencies decisions made on spot
Tasks are done to one’s satisfactionResponsibilities forced on teachers

Disadvantages
Lack of staff participation
Unsound decisions are sometimes made.
No shared vision
Resentment is developed
Disliked by staff members
Keeping information to oneself
Decisions not made by consensus
Staff afraid to communicate
Stifles creativity in people
Less support from community
Poor relationships
Resentment among staff
Division of staffPoor team work

Laissez-faire style
Advantages
Freedom of expression and activities
Gives a sense of responsibility
Use of initiative to get things done
No work to ruleEveryone wants their ideas to be considered

Disadvantages
Time wasting and conflict
Poor leadership control
Indiscipline
Poor performance / standard of work
Ineffective institution
No set standards
Chaotic situation

Contingency style
Advantages
Efficiency in dealing with all matters
Good staff relationships
Good communicationIs prepared for all emergencies

Disadvantages
Abuse of certain privileges
Allows for favouritism
Can disturb school plans

Transactional Style
Advantages
Role model leadership
Provides opportunities for the delegation of duties / responsibilities
Opportunities for staff to use their creative talents and initiativeEmergence of avenues for professional growth

Disadvantages
In compromising there are no winners / losers
Opportunities for cliquism
Could lead to leadership deficienciesDoes not provide opportunities for the development of all staff
You will note that all have advantages and disadvantages. However, competent headteachers would use a variety of styles for different circumstances. The skill is to be able to choose the one that best suits the situational needs.

Activity 2.3
We have deliberately limited the number of advantages and disadvantages for the last three styles.
1) Look at them again and try to add to the list.
2) Identify the style which is the one you use the most, that is, your dominant style.
3) Write down a description of a situation that you feel would be circumstances when you would use each style.

Comments
We will allow your Master Trainer to comment on what you have written as everyone will have looked at it from a different angle. If you find yourself using the same style all of the time, you should ask yourself if it is successful in all circumstances or whether you need to develop your range. You will find more advice on circumstances to use certain styles in Module One, Unit Two.

Summary
Whereas in Unit One we looked at leadership in relationship to schools, in this unit we have examined more closely the general skills which are required to be an effective leader and related them to your own practice in school. In some cases we gave you examples of what you could do in school to become accomplished in the desired skills. We added to the work of an earlier module by considering the effectiveness of a variety of styles and, at various points in the unit, asked you to start evaluating your own leadership performance.