The document discusses leadership in education from different perspectives including structural-functionalist, political-conflict, constructivist, and critical humanist. It covers topics like the meaning and scope of leadership, determinants of effective leaders, and issues governing educational leadership. The document also provides summaries of leadership concepts such as legitimacy, management functions, and the differences between managers and leaders.

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Unit 1: Leadership in Perspective
1. Introducing Leadership
a. Meaning
b. Scope
c. Functions
2. Selected Perspectives of Leadership
a. Structural functionalist perspective
b. Political-conflict perspective
c. Constructivist perspective
d. Critical humanist perspective
3. Issues Governing Educational Leadership

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 Are leaders born?
 Can leadership be learnt?
 What are the determinants of effective leaders and
leadership?
 Are leaders different from managers?
 What is the role of leadership in transformation?
Leadership: Learning Agenda

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Your mission…is to win our wars…you are
the ones who are trained to fight. Yours is the
profession of arms, the will to win, the sure
knowledge that in war there is no substitute
for victory; That if you lose, the nation will be
destroyed.…
General of the US Army
Douglas Macarthur

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The most precious commodity with
which the army deals is the individual
soldier who is the heart and soul of our
combat forces.
General J. Lawton Collins,
VII Corps Commander, World War II

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 The act of leading
 One of the key management process functions.
 Process of influencing people to do something that
they might otherwise not do.
 Refers to ‘Getting It Done’.
 An art which defies precise definitions.
 The action through which one or more persons are
influenced or guided to behave the way they are
expected to.
 Cannot occur without the consent of followers.
1. Introducing Leadership

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 Leadership ranges from the smallest decision, such
as where to eat lunch, to the decisions that affect the
directions of nations.
 Attainment of agreement upon goals or purposes is
important, but the group or organization is an
important part of the leadership process.
 Once individuals turn as successful leaders, they are
more likely to accept or seek more challenging
opportunities
Introducing Leadership

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Leadership
Influencing people by providing the purpose,
direction, and motivation while operating to
accomplish the mission and improving the
organization.

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Influencing
 Getting people to do what you want them to
do.
 The example you set is just as important as
the words you speak.
 Through your words and example, you must
communicate purpose, direction, and
motivation.

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 Persuades people with a reason to something.
 You must earn their trust: they must know
from experience that you care about them and
would not ask them to do something
particularly dangerous or affective unless
there is a good reason, and unless the task is
essential to mission accomplishment.
Purpose

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 Communicate the way you want the mission
be accomplished.
 Prioritize tasks.
 Assign responsibility and communicate;
delegate authority when necessary.
 Make sure your people understand the
standard.
 Listen, and correct the limitations that oppose
your direction.
Direction

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 People want direction. They want to be given
challenging tasks, training in how to accomplish
them, and the resources necessary to do them well.
Then they want to be left alone to do the job.

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 Motivation gives subordinates the will to do
everything they can to accomplish a mission.
 To motivate your people, give them goals that
challenge them.
 Get to know your people and their capabilities.
 Give them as much responsibility as they can.
Motivation

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 When they succeed, praise them.
 When they fall short, give them credit for what they
have done and coach or counsel how to do better
next time.
 Make sure that the example you set is as important
as what you say and how well you manage the work.
Motivation

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 Actions taken to influence others serve to
accomplish operating actions
 Take take those actions that help accomplish the
stated goals.
 All leaders execute operating actions, which
become more complex as they assume positions of
increasing responsibility.
Operating

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 Leaders should strive for improving everything that
is entrusted to them, their people, facilities,
equipment, training, and all resources.
Improving

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 BE, KNOW, DO clearly and concisely states the
characteristics of a leader.
 Becoming a leader involves developing all aspects
of yourself.
Be, Know, and Do

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 Character describes a person’s inner strength.
 Character helps you know what is right.
 Character gives you the courage to do what is right
regardless of the circumstance or the consequence.
 You demonstrate character through your behavior.
 You must embrace and teach values and develop
leader attributes, until they become habit.
Be

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 A leader must have a certain level of knowledge to
be competent.
 You must develop interpersonal skills, knowledge
of your people and how to work with them.
 You must have conceptual skills, the ability to
understand and apply the doctrine and other ideas
required to do your job.
 You must learn technical skills, how to use your
equipment.
 warrior leaders must master tactical skills.
Know

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 Influencing: making decisions,
communicating those decisions, and
motivating people.
 Operating: the things you do to accomplish
your organization’s immediate mission.
 Improving: the things you do to increase the
organization’s capability to accomplish
current or future missions.
Do

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 Weber has defined THREE types of leadership
legitimacies:
• Traditional Legitimacy,
• Charismatic Legitimacy, and
• Bureaucratic Legitimacy
Legitimacy - what makes you a leader!

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 Legitimacy to control is handed down from the past
 Based on most traditional forms of customs
 Obedience based on loyalty to traditions
 Leadership decisions can be arbitrary
 Leadership authority is limited by the displeasure of
the subjects, and failure to follow traditions
Examples: Kingdoms of China, Egypt, family schools
Pros: Leadership is clearly defined
Cons: Possible irrationalism, easily corrupted
Traditional Legitimacy

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 Based on Inspiration: Vision and projection
 Legitimacy occurs after leader proves him/herself
Examples: Jesus Christ, Hitler, Ghandi
Pros: The leader is not restricted by tradition and
technical knowledge
Cons: Power can be abused, and people can be
mislead into following
Charismatic Legitimacy

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Power is given based on skills, knowledge, and
experience.
Obedience is based on rank which is completed for
and earned.
Structured hierarchy prevails.
Examples: Headteacher, Army General, Catholic
Church
Pros: Rational, technically efficient, and favours
levelling of social classes
Cons: Breeds impersonality and contempt, and stunts
enthusiasm.
Bureaucratic Legitimacy

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Means Ends
Efficiency Effectiveness
Goals
Low High
wastage attainment
Leadership Vs. Efficiency and Effectiveness

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1. Planning
1. Define goals
2. Establish strategy
3. Develop tactics/subplans
3. Leading
1. Direct the people
2. Motivate the people
3. Resolve the conflicts
2. Organizing
Determine:
1. What to be done
2. How to be done
3. Who is to do
4. Controlling
Motivate activities
to ensure that they
are accomplished
as planned.
Achieving the
organization’s
stated purpose
Leadership as One of the Management Functions

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Personal
Goal Setting
Elements of Self-Leadership
Constructive
Thought Patterns
Designing
Natural Rewards
Self-Monitoring
Self-Reinforcement

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Accountability and responsiveness to be the
central aspects.
External environmental forces likely to create
unexpected pressure.
Management rigidity to be the strongest enemy
of leadership.
Nations more likely to go for international jobs.
Leadership to be applied in every sector.
Future of Leadership

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To set standards and accountabilities for
educational outcomes produced at all levels.
Measure the outcomes to confirm that they have
positive relationship with the improvements made.
Initiate changes for systems improvement to
facilitate long term system’s transformation.
Communicate the problems, prospects, and
necessary changes with the external forces, and
seek their continued support.
Create and maintain international partnerships.
Roles of Current Educational Leadership

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 Systems thinking
 Organizational designing
 Stewardship: share vision
and purpose
 Creating creative tensions
 Teaching for development
Other Important Roles of Educational Leaders

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 Do all people want to lead?
 Is it the part of universality of leadership to pay
high for the managers from the developed
countries?
 Is leadership not dominated by situation?
 Does legacy of leadership have its final definition?
Leadership Dilemmas

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 The change or legacy of a good leader will last
longer after the leader has left the role.
 Role model unconsciously important role in writing
leadership schools
 A school, once it is created, provides a platform to
play for all and forever.
 Bad aspects are dominated and ignored.
Leadership Effects

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Manager Characteristics
Administers
A copy
Maintains
Focuses on systems and structures
Relies on controls
Short-range view
Asks how and when
Eye on the bottom line
Imitates
Accepts the status quo
Classic good soldier
Does things right
Manager Vs. Leader
Leader Characteristics
Innovates
An original
Develops
Focuses on people
Inspires trust
Long-range perspective
Asks what and why
Eye on the horizon
Originates
Challenges the status quo
Own person
Does the right things
Warren G. Bennis, Managing the dream: leadership in 21st century, journal of
Organizational Change Management, vol. 2, No. 1, 1989, p. 7

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2. Leadership in Perspectives
 Slater (1995) has defined leadership from four
major perspectives:
 Structural-Functionalist Perspective
 Political-Conflict Perspective
 Constructivist Perspective
 Critical Humanist Perspective

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Structural Functionalist Perspective
 This is a dominant perspective in education
 It sees leadership as a set of measurable behavior or
skills.
 Includes all academic activities covering planning,
organizing, leading, and controlling of the resources
for their best utilization to make the school
operations more cost effective.

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Political-Conflict Perspective
 This perspective contrasts with the structural-
functionalist perspective because it does not see
leadership as a set of behavior and skills, rather it
sees it as power relationship with the subordinates.
 'Structure of domination' is the essence of this
perspective.
 In education, this perspective can be seen as the
relationship between the headteacher and other
members.

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Constructivist Perspective
 This perspective also tends to see leadership as the
leader behaviors and skills.
 It emphasizes that the majority of the behavior and
skills become dominated by one or two major
behaviors that lead the functioning of other
behaviors and skills.
 As its symbolic aspect, this perspective tends to
convey the meaning that the underlying dynamic
social laws construct the structure of the society.

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Constructivist Perspective
 This perspective disagrees that the social structure
or the social science, and educational administration
are value free.
 Creating and imparting values for life is the essence
of this perspective of leadership.
 Since educational institutions are for providing
education for life, this perspective is instrumental in
better understanding the philosophy of education
and educational leadership.

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 This perspective deals with the human relations at
the workplace.
 Creating motivating jobs, providing guidance, love
and care, and offering a vision for the team, one
may be able to establish personally as a leader.
 The indicators of the humanist perspective of
leadership are the personality traits, and leader
member relations.
Critical Humanist Perspective

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Perspectives of Educational Leadership
 To summarize from the various leadership
perspectives, it may be concluded that leader
behavior has to be measured in terms of -
 leader's relationship of power position,
 leader’s behavior and skills to add values to
the society, and
 leader’s personality traits to figurehead the
work teams.

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Issues Governing Educational Leadership
Political-legal issues
Economic issues
Socio-cultural issues
Technological issues
International issues
Subject for discussions
issues and their impact in
the Nepalese context