LEADERSHIP STYLE AND CHANGE

Leadership Style and Change



Leadership Style and Change

Question1

School effectiveness is powerfully focusing on scholar conclusions and the characteristics of schools and school rooms that are affiliated with these conclusions without mechanically looking at the methods that are required to convey changes. School enhancement is mostly worried about altering the value of educators and schools without mechanically looking at the penalties for scholar outcomes. In short, school effectiveness is seeking to find out what is to be altered in schools in alignment to become more productive while school enhancement is seeking to find out how schools can change in alignment to improve.

Schools and school improvements must always be considered within the educational context of a country.

Even if an improving school is free to decide about their improvement outcomes they will always have to be in line with the wider educational country context which exert influence through: -

Pressure to improve

Resources for improvement

Educational goals

Effective school improvement requires whole school processes aiming to enhance the quality of instruction in classrooms. Individual teachers can never promote lasting changes in the school. The school organisation may add or subtract value to that of its individual members.

Schools with little team collaboration might expect to find a large variation in the performance of pupils. However, in a well-led and managed school there is likely to be less variation and greater consistency across the school. This results in the “school effect” - adding value to that of individual teachers.

a)  Teachers tend to work independently, perhaps without a school plan of common goals and methods.

b)  Inspectors assess only teachers not the schools.

c)  Teachers are placed centrally at schools, which might reduce their involvement in school improvement.

d)  The principal's main function is administration rather than fostering educational leadership and may be elected for a short time period thus reducing their central role in managing school reform.

Similarly, the superintendent may be examined by lower-level workers as a distant and secret number who "hob-nobs" with the board of learning, and has certain thing to manage with school locality "policy," but comprises little that is direct and substantial in their own worklives. Here, then, is a CEO function oriented to interaction with outsiders, to principle inquiries other than direct administration responsibilities, and to every day jobs that expanse the incumbent from the rudimentary undertakings (teaching and learning) of the organization.

Question2

An absolutely crucial in characterising a future authority function for the superintendent is ...