SLP

SLP

SLP

The quality of education provided in schools and colleges is commonly thought to be influenced by the quality of the leadership directing these organizations. But the meaning of leadership, how it differs from everyday management and administration, and how it is manifested in educational organizations are matters of considerable dispute.

Differing views of the forms and effects of leadership in education are central to this article, as is the question of what, if anything, is distinctive about ' educational' leadership. Issues of power, ethics, democracy, and the consent and empowerment of organizational participants are central to the exercise of leadership. They are particularly salient in educational organizations, because of their formative and symbolic role in shaping a society's future. Such issues lead to disagreements about how educational leadership should be conceived and researched, and ensure that it will remain a highly contested concept.

Generic Leadership Versus Educational Leadership

Scientific research on school administration and educational leadership began in the late 1950s and early 1960s, when researchers in the 'theory movement' began utilizing the techniques of the social sciences to examine these topics (Willower and Forsyth 1999). Although researchers recognized that schools and colleges were totally different from business and industrial organizations, little attention was given to differences among types of organizations in the early research. Instead, leadership and administration were treated as generic organizational issues for many years, with few questions asked about what might be distinctive about these functions or processes in educational settings.

To the extent that a generic approach is considered sufficient, one only needs to look at the generic literature on leadership and administration in organizations. The main argument in this article, however, is that generic approaches, although valuable, are insufficient for comprehending effective leadership in educational organizations.

Many definitions of leadership exist, but most acknowledge that it involves the ability to influence others—often defined as the ability to get them to do what they otherwise would not do—coupled with the ability to get people to accept a mission or vision of the goals or purposes a group, a team, or organization should follow (Hoy and Miskel 1996, Leithwood and Duke 1999). To distinguish between leadership and management, some definitions emphasize that leadership involves bringing about change or innovation, while management involves maintaining the smooth operation of the existing organization. Research on leadership has evolved from early studies that focused on the traits or abilities of effective leaders, to recognition of the importance of the situation or context that leaders face. Thus, a 'contingency' approach asks what traits in what situations are important for effective leadership (Hoy and Miskel 1996).

The Importance of Context

The organizational structure of typical schools and colleges involves a context in which teachers are solo practitioners doing discretionary, professional work. This workplace impedes direct supervision and fosters the autonomy of employees (Lortie 1975). This context thus reduces the effectiveness of a directive, 'command and control' style of leadership and seems conducive to a more collaborative approach.

This raises the question of how leaders can best improve ...