One example of this flaw is found in the third force in Sergiovanni's model, the educational force, which is associated with gathering and analyzing specialized knowledge applicable to education (Victoria Department of Education 2007). At the private senior school where I am employed, certain school leaders have certainly mastered the educational force and have amassed a wide range of specialized educational knowledge, but their inability to interact effectively with their colleagues in the school has rendered this knowledge largely useless. In fact, the interpersonal difficulties that these leaders have in dealing with others have led to a certain level of resentment regarding such information as it has become attached to hostile personalities.
Yet despite this apparent flaw of Sergiovanni's hierarchy, the actual identification and separation of the forces in his Model of Transformational Leadership still holds up to examination. These first three forces taken separately paint a nearly complete picture of the actual behaviors and actions require of leaders in most institutions, and specifically schools. The last two forces -- the top tiers of Sergiovanni's leadership pyramid -- reflect an attempt to unify these lower functions by subordinating them to the ranking behaviors associated with these two leadership forces (Victoria DOE 2007; Sergiovanni 1984). Though the forces can be separated, and indeed the logic of grouping technical/organizational/managerial tasks and skills, the ability to effectively interact with other human beings, and the gathering of analyzing of specialized knowledge as distinct leadership features makes sense, there must be a force (or two) that differentiate between these three theoretically subordinate forces in practice. Though the functions they serve might be independent, the realities of time management and the complexities of decision making in non-theoretical situations require their coordination.
The symbolic force in Sergiovanni's leadership framework is the aspect of leadership that involves providing an example to other members of the learning institution in regards to making this type of differentiation (Victoria DOE 2007). Particular behaviors that exhibit this force include clearly reflecting goals and priorities through...
Leadership in Action The process of planning for the teacher leadership initiative from the identification of a need/issue to address to action planning and determining measures for evaluation can be regarded as collaborative action research. Lee, Sachs & Wheeler (2014) contend that teachers can carry out action research through taking what their learning activities in the classroom and leveraging it to help enhance the performance of the school community. Together with
The Teacher and Principal Relationship with the Principal as Leader Research indicate that the primary role of the principal is that of the school "leader." The decision a principal makes concerning the issue of instructional leadership and the extent to which that principal develops the skills needed to exercise appropriate instructional leadership will influence what does or does not happen in classrooms throughout the country. Marks and Printy (2003) agree that the importance of the instructional leadership
Change A consulting service is defined as the services delivered to the business, public organizations and other entities by a qualified and independent professional. Schein model of problem solving is one of the major theories of consulting consisting of two cycles of activities: The first cycle consists of a problem formulation, proposal for a solution, testing the solutions before the implementation plan. (Ajmal, Nordtsrom, & Helo, 2009). The second cycle
I will and have been using a journal of activities to measure these goals as well as the total goals of my day-to-day work. In this respect I will be trying to eliminate one of my flaws; that of being a know-it-all at times. There are certain points where I go off on tangents trying to solve the unsolvable. I can waste a great deal of effort tin trying to
Leadership, according to La Monica (1938), is when a person has authority that is recognized by others, and the person has followers/subordinates under them, who believe that the person will assist them in attaining certain goals (carrying out specific objectives for the followers). Furthermore, anyone that is willing to assist and help others could be referred to as a leader (p.8) Leaders see what others do not Most leaders have
Leadership Skills Impact International Education CHALLENGES OF INTERNATIONAL EDUCATION Practical Circumstances of International schools THE IMPORTANCE OF LEADERSHIP IN EDUCATION What is Effective Leadership for Today's Schools? Challenges of Intercultural Communication Challenges of Differing Cultural Values Importance of the Team Leadership Style LEADERSHIP THEORIES Current Leadership Research Transformational Leadership Skills-Authority Contingency Theories APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING Wagner's "Buy-in" vs. Ownership Understanding the Urgent Need for Change Research confirms what teachers, students, parents and superintendents have long known: the individual school is the key unit
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