Educational leadership encompasses the ability of an individual to enlist and channel the teachers, students, and parents’ energies and talents towards the achievement of common goals. Leadership in the current world entails dynamic aspects requiring those to transform risks into favorable opportunities (Bush & Glover, 2014). Educational leadership theory entails several models, including instructional, transformational, interpretive, and managerial. The transformation model stands out as the ideal leadership approach in the education sector due to its focus on people other than structures. The model depicts leaders as agents of transformation in the learning process who enhance better learning experiences (Bush & Glover, 2003). Educational leadership does not base on personal characteristics but rather on the ability to handle different challenges that emerge in the learning system. The school leaders can work together with the students in the implementation of set goals.
The education system encompasses different needs in varying situations, requiring the effective leader to be on the lookout and timely address them. The situation involves applying considerable professional skills and personal transformation in portraying different leadership styles depending on the situational needs (Harris, 2005). Educational leaders encounter transitional issues, performance, maintenance, external threats, strategic planning, and creativity achievements, requiring their proactive response. The current leadership requirements implicate that personal characteristics are less important in response to a wide variety of situations.
Effective leadership does not emanate from an individual’s trait but rather the influencing, facilitation, and abilities to respond to changes in the system. Additionally, effective leadership encompasses the ability to unify, motivate and empower the working team towards success. Sergiovanni (1992) indicates that leadership is a moral art because of distributive power and shared influences. Compelling leadership aspects constitute relationship development and maintenance where leaders and the students generate motivation and morality improvement for better learning outcomes (Leithwood, Louis, Anderson & Wahlstrom, 2004). The educational leaders utilize professional elements such as innovation, creativity, and problem-solving rather than a personal traits in planning and executing set targets. Additionally, the role entails the ability to change adaptation and is a key element of harnessing solidarity and ensuring successful leadership.
The current theoretical progression comprises the ‘post-transformational leadership perspectives, which indicates two essential aspects. It emphasizes cooperative and collaborative leadership skills. The theory also depicts the leadership’s ability in handling the competing challenges and dilemmas (Harris, 2005). The situation requires the educational leader’s ability to read and adjust depending on the situational challenges. The choices made directly reflect personal values, beliefs, and professional outlook in creativity, critical thinking, and decision-making capabilities (Bolden, Jones, Davis & Gentle, 2015). The school administrators influence solidarity among the different stakeholders and inspire the students to work in the motivation line towards goal achievement. In the progression, the leader’s attributes are less important.
In conclusion, in educational leadership, personal attributes are less important than the capacity to respond to a wide variety of situations. The educational system entails numerous issues including, transitional, performance, maintenance, strategic planning, and creativity. An individual’s leadership capacity contributes to their response abilities to ensure optimal learning outcomes. The leaders have the responsibility of unifying and empowering the working team, including the teachers and stakeholders, to better learning experiences. From the theoretical perspective, the transformational model stands out in ensuring the focus on people other than structures for better learning outcomes. The leaders utilize professional skills in responding to the system challenges through reading and adjusting accordingly.
References
Bolden, R., Jones, S., Davis, H. & Gentle, P. (2015). Developing and sustaining shared leadership in higher education. Project Report. Leadership Foundation for Higher Education, London. Web.
Bush, T. & Glover, D. (2003). School leadership: concepts and evidence. Web.
Bush, T. & Glover, D. (2014) School leadership models: what do we know? School Leadership & Management, 34(5), 553-571, Web.
Harris, A. (2005). Leading from the chalk-face: An overview of school leadership. Leadership and Organization Development, 1(1), 73-87.
Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Centre for Applied Research & Educational Improvement and Ontario Institute for Studies in Education, 1-90. Web.