*HMEF5023 EDUCATIONAL LEADERSHIPAssoc. Prof. Dr. Abang Ridzuan

Topic 3: Leadership Styles

WHAT IS STYLE ? Leadership style is the behavioral patterns which a leader uses while directing others to the job. It takes into consideration what a leader does, says, and how the leader acts.- Peterkin (1980)

LEADERSHIP STYLESAutocratic leadership (Covert Top-Down)Paternal styleDemocratic styleLaissez- faire styleTransactional leadershipTransformational leadership (Vanguard leadership)Instructional leadershipCharismatic leadership (Network leadership)Male- female style

AUTOCRATIC LEADERSHIPAutocratic leadership centres authority with the status of leader, who in turn passes order down the line for subordinates to follow.Communication flows from top down, and there is little feedback communication from subordinates ( Wood et el 1979)There is little or no provision for the organization of committees to improve or evaluateThis style works against societys concept and importance of the individual, thus out of tune.

AUTOCRATIC STYLEAuthoritarian ( I am the boss!)Formal & inflexibleCovert Top-Down, Rule bound- believe in primary decision-making & empowering teachersPunitive & coerciveHierarchical & bureaucraticClose supervision over staffExpertise in all fields (policy,supervise,how to implement etc)Criticises openly

PATERNAL LEADERSHIPBenign & fatherly approachShow personal interest to every oneVery applicable to primary School ( number of staff is small)Not applicable to complexs situation ( secondary school)

DEMOCRATIC LEADERSHIPInformal & relaxed leaderEncouraging personal initiativeDelegating real responsibilityEncourage group approach to problem solvingSeeking to create good working atmosphereMore acceptable in the present day societyStaff plays a participatory roleWorking with me NOT for me mentality( Waters 1979)

LAISSEZ-FAIRE STYLERelinquishes authority to othersMake no effort at coordination and organization becomes like a rudderless ship on stormy seaProvides no guidelinesRiding the fence / Hands off policy( Wood el el 1979)

TRANSACTIONAL LEADERSHIP Inspiring commitment to achieve objectives in exchange for something value( Wright & Noe 1996)Strong relationships among leader and followers especially in groups, legislatures and political parties;Leader approaches followers with objective of exchanging one thing for anotherLeader & followers react to immediate situations & pressures, strike balance between allies & adversariesFollow limited and short run goalSeek to maintain equlibrium and to avoid fundamental change ( Burns, 1978)

TRANSFOMATIONAL LEADERSHIP

Radically changing followers way of thinking so that they unite in carrying out a common purpose, raise their aspirations for something of value.(Wright P & Noe A 1996)

TRANFORMATIONAL LEADERSHIPAlso known as Vanguard leadershipTypical of great leader;Recognized and exploit the existing needs and demands of potential followers;Look for potential motives in followers, seek to satisfy higher needs, and engage the full person of the followers;Relationship of mutual stimulation and elevationRaises the level of human conduct and ethical espiration of both leader and followers;Leader & followers depend on each other, engaged in common enterprise in which they shared the result of planned change together;Change is central & their contribution to change is measured by purpose drawn from collectives motives & values.

INSTRUCTIONAL LEADER.

DEFINITION OF INSTRUCTIONAL & ACADEMIC LEADERSInstructional*Relating to instruction & educational.

Academic*Scholarly,formal,theoritical only, of no practical importance or consequence.( The Chambers Dictionary,2000)

CHARACTERISTICS OF INSTRUCTIONAL LEADERTop-down power structure;Hierarchical decision-making process;Effectiveness depend on maintaining firm dicipline, setting clear goals and expectation,high standard of teaching & learning.;Focus only on first order change; * improving technical and instructional activities* close monitoring of teachers & students classroom works;Success through Second order change * building of shared vision,* improving communication,* developing collaborative decision-making process.( Leithwood 1992)

Instructional LeadershipTop-down in power structureHierarchical decision-making processFocus mainly on first order change ( eg improving technical and instructional activitiesSuccess is thru second order change eg building of shared vision,improving communication and developing collaborative decision-making process

CHARACTERISTICS OF ACADEMIC LEADERSCompetent leader;( Curriculum organization & management)Head of teaching & learning;Wide reading;Life long education;Continous professional development;Quality leadership ( High level of professionalization & professionality);Conversant on academic rules & regulations;Education Act & Professional Circulars;Teach

CHALLENGES OF ACADEMIC LEADERExam oriented system;School size & population;Professional gaps among teachers (academic & professional qualification)School facilities;Supply of resources; Complexities in culture vabckground ( both teachers & pupils)Outside influences (PTA,politicians,Union,NGOs,etc)

HIGH PROFESSIONAIZATIONQuality leadership;Competent leader;Visionary,creative & innovative;Communication skills & motivational;Good decision making & problem solving;Physically sound;Emotionally stable (EQ)Well nurtured;Good morality.

QUALITY LEADERSHIPHigh motivation to lead;Patient in facing challenges;Smart & high initiative;Vision;Clear goal on organization & teaching;Very industrious & model to the staff;Giving ways to teachers to demonstrate leadership;Knows the boundary between formal & informal leadership;Proactive & responsible on the jobs.( Dr Azmi Zakaria, 1996)

LEARNING ORGANIZATION To flourish and sustain itself in the 21st century, today school must reinvent itself to create the enterprise of tomorrowschools are discovering that they cannot succeed in tomorrowss world unless they reinvent themselves today.( Warren, B.1973)

ORGANIZATION LEARNING The process by which the organizations knowledge and value base changes, leading to improve problem solving ability and capacity for action.( Probst & Buchel, 1997)

THE FOCUS OF ORGANIZATION LEARNINGAction oriented- ideal organization & maximum learning;High success in gathering,storing & transfering knowledge;Continously transforming itself to achieve corporate success;Empowering staff to continuously learn while working;The use of technology to optimize learning and organizations productivity.( Marquardt, 1996)

THE CONCEPT OF ORGANIZATION LEARNINGBuilding excellence culture;( Heads are culture builder)High values ( in learning);Clear policy;Good planning on staff development;Structured system that support & improve organization;Learning thru change;Culture change in organization;Effective organization( Michael J.O. 1994)

SCHOOL AS A LEARNING ORGANIZATIONEffective schools;Teachers & senior management continue to be learners;Teachers keeping up with their subjects;Advances in understanding about effective practices;School based/school wide learning rather than to individual teachers;The need for learning at 5 interrelated levels ( children, teachers,staff,organization & leaders),( Southworth,1994)

FACTORS FOR LEARNING ORGANIZATIONSchool culture;School structure;School policy & resources;School leadership;School strategy;School goal & vision.( Lethwood et el,1998)

PROBLES FOR SCHOOL AS LEARNING ORGANIZATIONContext problems;Evidence problems;Strategies problems.( Lethwood & Louis, 1998)

PRINCIPALS ROLE IN LEARNING ORGANIZATIONIdentify & clear vision;Moulding staff to accept goals collectively;High hope on excellence;To show good model of leadership;Provides necessary support to staff;Encourage intellectual stimulation;Building productive school culture;Wide decision making participation.( Lethwood,1995)

SCHOOL-BASED STAFF DEVELOPMENTSchool site & locality;Focus on providing assistance to improve teaching & instructional programme;On-going;Incremental ( follow-up courses)Embedding staff development within colleagial & collaborative planning)Ensuring ideas from development are routinely shared.( Purky & Smith, 1983)

HEADMASTER AS CHIEF ADMINISTRATOR & HEAD OF LEARNINGProvides leadership;Discipline & welfare;School staffing;Planning decision making cordinating;Curriculum & learning;High quality leadership ( professionalization)Physical & finance ( to support learning);School community relationship.( Dr Kamal Hanafi,1980)

COMPETENT LEADERManagement engineer;Human engineer;Clinical practiuoner;Symbolic expertise ( Chief);Culture builder.( Sergiovani, 1995)

CHARISMATIC LEADERSHIPDominant nature,strong self-confidence, and belief in a single visionThese can interfere with the needs to hear different viewpoints and can conflict with organizational goals.May provide unethical leadership if they exercise their power to serve self interests,develop a vision that does not take others needs into account

MALE/FEMALE LEADERSHIP STYLESWOMEN* More likely to encourage pariticipation in decision making, to share power and information, and try to enhance the self-worth of their followers;* They influence thru their charisma,expertise personal contacts, and interpersonal skills* In male-dominated work environments, female leaders use more masculine leadership style. MEN* Men more likely to rely on authority of their position and issues directives to their followers

Moral Leaders*

The moral character of the leader based on values and beliefs which compliment/ strengthens transformational leadership.Believed that leadership practice should not only legitimate based on secular authority.The beliefs and ethical values embedded in the leaders vision, articulation and programs which followers either embrace or reject.The morality of the processes of social ethical choice and action that leaders and followers engage in and collectively pursue.

FORMAL & INFORMAL LEADERSHIP

INFORMAL LEADERA leader whose leadership activities are unrelated to his or her position in the organization;Though not having delegated authority, can initiate action.

FORMAL LEADERA leader whose leadership activities are related to his or her position in the organization. Delegate authority and thus, exert considerable influence.

*Lall and Lall (1979) listed 5 styles of leadership:

Autocratic Leadership in this style of leadership, the autocratic leader gets vested authority through the office more than from personal attributes and seeks little group participation in decision making.Bureaucratic Leadershipthis style of leadership is based on the utilization of a system of files to solve problems. It can be styled as leadership by centralization.Charismatic Leadershipin this style of leadership, the leader focuses attention on himself or herself. He/she appears to possess a certain charisma and followers are converted to and are champions of the cause.

*Hoy and Miskel (2005) classified Three Types of Leadership Continuum: Laissez-Faire Leadership Transactional Leadership Transformational LeadershipLaissez-Faire Leadership avoid expressing their views or taking action on important issues, fail to make or at least delay decisions, ignore responsibilities, provide no feedback, and allow authority to remain dorminant. extremely passive style, avoidance or absence of leadership.

*Hoy and Miskel (2005) classified Three Types of Leadership Continuum:Transactional Leadershipbased on negotiation, exchange and contractual dimensions. Motivate their followers by exchanging rewards for services rendered.Sometimes called bartering, barter trading where the services and goods rendered by employees are exchanged for wages.Transactional leaders as giving followers things they want in exchange for things leaders want. Exchange rewards & promise of reward for effort and respond to followers immediate self-interests.

*Hoy and Miskel (2005) classified Three Types of Leadership Continuum:Transformational Leadership Define the need for changeCreate new visions and muster commitment to the visionsConcentrate on long term goalsInspire followers to transcend their own interests to pursue higher-order goalsChange their organization to accommodate their vision rather than work within the existing one Mentor followers to take greater responsibility for their own development and that of others. Proactive, seek to optimize individual, group, and organizational development & innovation. Practices four I (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration).

*Hoy and Miskel (2005) classified Three Types of Leadership Continuum:

Laissez-Faire LeadershipTransactional LeadershipTransformational Leadership1. Nontransactional2. Contingent reward5. Idealized influence-attributed.3. Management-by-exception-active.6. Idealized influence-behavior.4. Management-by-exception-passive.7. Inspirational motivation.8. Intellectual stimulation.9. Individualized Consideration.

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*Transformational Leadership5. Idealized influence-attributed (Attributed Idealized Influence),- means that transformational leaders are: admired, respected, and trusted. followers perceive leaders as being charismatic, confident, powerful, and focused on higher-order ideals and ethics. instill pride in others, go beyond self-interest for the good of the group, act in ways that build others respect, and display a sense of power and confidence.

6. Idealized influence-behavior (Behavior Idealized Influence) ),- means that transformational leaders are: in contrast to attributed idealized influence, behavior idealized influence is focused on values, beliefs, and sense of mission. having strong sense of purpose, consider moral and ethical consequences of decisions, and emphasize the importance of having collective sense of mission.

*7. Inspirational motivation.involves communicating values and norms, promoting open & skillful communication, and inspire a shared vision. changes the expectations of a group members to belief that the organizations problem can be solved. plays a central role in developing and appealing vision that guides development of organizational goals and operating procedures. team spirit, enthusiasm, optimism, goal commitment, and shared vision arise and coalesce within work group or organization.8. Intellectual stimulation. addresses the problem of creativity, and total receptivity to change.stimulate followers to be innovative & creative by questioning assumptions, reframing problems, and approaching old situations in new ways.Individualized Consideration. pay particular attention to each individuals needs for achievement and growth, help followers/colleagues develop successively higher levels of potential and to take responsibility for their own development. consider each individual as having different needs, abilities and aspirations & help them to develop their strength.

Transactional vs. Transformational Leadership*Transactional: Leadership that motivates followers by exchanging rewards for high performance and noticing and reprimanding subordinates for mistakes and substandard performance.Transformational: Leadership that inspires followers to trust the leader, perform behaviors that contribute to the achievement of organizational goals, and perform at a high level.35

Transformational Leadership*Charisma: Self-confidence and enthusiasm, which wins followers respect and support for his or her vision of how good things could be.Intellectual Stimulation: Helping followers become aware of problems in the group or organization, often from a new perspective.Developmental Consideration: Providing support and encouragement to followers and giving them opportunities to develop and grow on the job. 36

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