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Presenting an overview of transformational and servant leadership in the online classroom
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A Review of Current Literature on Transformational and Servant Leadership as Applies to Distance Education
Bill Davis, MA, CMLora Reed, PhDAndree Swanson, EdDForbes School of Business, Ashford University
INTRODUCTION
Introduction
Presenting an overview of the
literature that our team found on:
◦classroom leadership,
◦transformational leadership, and
◦servant leadership in the online
classroom.
PURPOSE AND BACKGROUND
Purpose
The purpose was to conduct a
literature review on the areas of:
◦Classroom leadership +online classroom
◦Transformational leadership + online
classroom
◦Servant leadership + online classroom
Results of Research
Limited to no results when the
researchers incorporated the online
element
◦Classroom leadership +online classroom
◦Transformational leadership +online
classroom
◦Servant leadership +online classroom
BackgroundOur research involved the classroom
leadership perspectives◦Faculty roles
[e.g., King’s (1993) “sage on the stage” and “guide on the side”],
◦Burns’ (1978) model of transformational leadership.
◦Greenleaf’s ([1970] 1991) model of Servant Leadership,
(Burns, 1978; Greenleaf, [1970] 1991; King, 1993)
CLASSROOM LEADERSHIP STYLE
Classroom Leadership
Facilitating learning through
creating and sustaining a climate
wherein students engage in
distinct collaborative learning
communities.
Classroom Leadership (cont)
The function of these
leadership styles
◦ creation of trust,
◦ meaningful
relationships, and
◦ reciprocal learning
experiences
◦ reaching students at
their appropriate
developmental level
Trust
Reciprocal
learning
experience
Reaching students
Relation-
ships
Classroom Leadership (cont)The role of classroom leaders as
developers of future leaders is considered.
Classroom
leadersdevelop Future
leaders
TRANSFORMATIONAL LEADERSHIP STYLE
TRANSFORMATIONAL LEADERSHIP
Vision
Motivation
Organization
Transformational Leadership• Model the way
• Inspire a shared vision
• Challenge the process
• Enable others to act
• Encourage the heart
• Provide idealized influence
• Inspirational motivation
• Intellectual stimulation
• Individualized consideration
Weiss, 2011
Transformational Leadership & the Online Classroom
• Pounder (2008) conducted a study on
transformational leadership in the classroom.
• Positive relationship between this style of leadership and
desirable outcomes in the classroom.
• A sample of instructors at a Lingan University in Hong Kong
classrooms.
• Used a multifactor leadership questionnaire.
• Survey Results
• Scores on each of the transformational classroom
leadership dimensions were significantly and positively
correlated with scores on each of the classroom leadership
outcomes.
Transformational Leaders
• Provide consideration. • Mentor followers by teaching and
sharing knowledge and skills. • Show emotional concern and support. • Provide a vision and mission.• Instill pride, gain respect, trust,
communicate high expectations and express purposes in simple ways.
• Provide intellectual stimulation. • Give personal attention.
SERVANT LEADERSHIP STYLE
SERVANT LEADERSHIP
Vision
Service
EncouragementAll
Stakeholders
According to Robert Greenleaf“…the focus of leadership should
be on serving rather than leading.
In contemporary definitions of servant leadership, the emphasis in “serving” expands beyond employees to include customers, investors and all stakeholders in an organization”
(http://www.concordiaonline.net/what-is-servant-leadership
/)
Servant Leadership StyleTerm coined by Robert K. Greenleaf
(1970)Differentiated from all other
leadership theories by the motivation – to serve, rather than to lead
Ultimate objective to create next generation of servant leaders.
Leo as a Leader and ModelGreenleaf (1970) used Leo, the
mountain guide from Herman Hesse’s ([1956] 2011) novel, Journey to the East, as his model for the servant leader.◦Notably, it was not until Leo left the troupe,
and it fell apart, that the group began to realize he had been leading them all along.
◦Leo had sustained the group, empowering them, unleashing them to do that which they had envisioned possible.
Servant Leadership: A Form of Ethical Leadership
Merton (1969, p. 2616) asserted,
“Leaders lead as they have been led. But to
perhaps a greater extent, styles of leadership
are a function of the situation and the character
of the organization; it is through the incessant
process of self-reflection and organizational
selection that particular personality types find
themselves cast in leadership roles.”
Servant Leadership = Ethical Leadership
Chosen to lead because of the ethical
leadership they model in organizations.
Other styles of ethical leadership
include, but are not limited to…
◦ transformational,
◦authentic, and
◦spiritual
CONCLUSION
Conclusion
Through elements of
transformational leadership and
servant leadership applied in the
online classroom, faculty will be
more successful in developing
future leaders
FUTURE RESEARCH
A Gap Exists in the Literature
Our interest is servant leadership
in the online classroom
A gap exists for this topic when
considering
◦Higher education
◦Online classroom
ReferencesAre in the note section of this
PowerPoint presentation.
Google URL to this presentation:◦http://goo.gl/rDMQnN
Authors Bill Davis, MA, CM, is an instructor for the Forbes School of Business at
Ashford University. He teaches a variety of business courses focusing on leadership and management. He has presented at several conferences on transformational leadership and student engagement. Recently, Bill presented on video in the online classroom for the VII International Guide Conference at Universidad Panamericana, Guatemala City, Guatamala.
Lora Reed, PhD, is an assistant professor for the Forbes School of Business at Ashford University. She was named one of the first three Greenleaf Scholars in Servant Leadership (2009) for her ongoing research with 911 emergency dispatchers. Lora is the Program Chair for Human Resources Management in the Forbes School of Business. She has authored numerous books, articles and presentations on Servant Leadership. She serves as Director of Research for the 911 Wellness Foundation.
Andree Swanson, EdD, is an assistant professor for the Forbes School of Business at Ashford University. She teaches graduate-level business courses and is the Program Chair for the Bachelors of Arts in Business Leadership. Her areas of interest are in emotional intelligence and servant leadership.