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Introduction. The chapter emphasizes that situations principals face require different leadership strategies. There is no golden leadership style for every situation. Educational Leaders need to be aware of different techniques and which ones are appropriate at different times. The chapter provides four strategies for handling situations. .
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1. Chapter 6The Stages of LeadershipA Developmental View The Principalship:
A Reflective Practice Perspective
Sergiovanni, Allen and Bacon, 2001
3. Four leadership strategies and tactics that are available to principals, each being appropriate at different times. Bartering
Building
Bonding
Binding
Page 131 & 132
4. Bartering Principals and teachers strike a bargain within which the leader gives to those led something they want in exchange for what the leader wants.
Page 131
5. Building Principals provide the climate and interpersonal support that enhances teachers’ opportunities for fulfillment of individual needs for achievement, responsibility, competence, and esteem.
Page 131
6. Bonding Principals and teachers develop together a set of shared values about the relationships they want to share and the ties they want to create so that together they can become a community of learners and leaders --- a community of colleagues.
Page 132
7. Binding Principals and teachers together commit themselves to a set of shared values and ideas that ties them together as a “we”.
Page 132
8. The Sources of Authority for Leadership Traditional -Leadership practices rely on bureaucratic values as their source of authority. Teachers are looked upon as subordinates.
Human resource –Leadership relies on personal expertise and skill in motivating and manipulating people as their source of authority. Principals must figure out what psychological buttons to push to get their need met.
Bonding- Leadership relies heavily on moral values as their source of authority. Ideas, values, and beliefs compel people to work..
Page 132 & 133
9. The Stages of Leadership Transactional Leadership – focuses on basic and largely extrinsic motives and needs.
Transformative Leadership – focuses on higher-order, more intrinsic, and ultimately moral motives and needs.
*James McGregor Burns (1978) described transformational leadership as a process within which “leaders and followers raise one another to higher levels of morality and motivation.”
Page 134
10. Transactional Leadership Key Concepts
Leadership as “bartering”
Involvement of followers is calculated
Stages of School Improvement
Getting started by exchanging human needs and interests that allow satisfaction of independent (leader and follower) but organizationally related objectives.
Page 138 & 139
11. Transactional LeadershipLeadership as “bartering” Leadership Concepts
Contingency theory
Exchange theory
Path-goal theory
Effects
Continual performance contingent on parties keeping the bargain.
Page 138 &139
12. Transformational Leadership Key Concepts
Leadership as “building”
Involvement of Followers is Intrinsic
Stages of School Improvement
Muddling through by approaching human potential, satisfying higher needs, raising expectations of both leader and followers that motivate to higher levels of commitment and performance.
Page 138
13. Transformational LeadershipLeadership as “Building” Leadership Concepts
Empowerment
Symbolic Leadership
“Charisma”
Effects
Performance and Commitment are sustained beyond external conditions. Both are beyond expectations in quantity and quality.
Page 138 &139
14. Transformational Leadership Key Concepts
Leadership as “bonding”
Involvement of Followers is moral
Stages of School Improvement
Seeking a transformative breakthrough by arousing awareness and consciousness that elevate organizational goals and purposes to the level of a shared covenant and that bond together leader and followers in a moral commitment.
Page 138
15. Transformational LeadershipLeadership as “Bonding” Bonding Leadership Concepts
Cultural Leadership
Moral Leadership
Covenant
Effects
Performance remains sustained
Page 138 &139
16. Transformational Leadership Key Concepts
Leadership as “binding”
Involvement of followers is moral
Stages of School Improvement
Promoting self-management by turning improvements into routines so that they become second nature. Ministering to the needs of the school, being of service, guarding the values. Connecting people to an idea structure that guides what to do.
Page 138
17. Transformational LeadershipLeadership as “Binding” Binding Leadership Concepts
Procedures
Institutional Leadership
Servant Leadership
Effects
Performance remains sustained
Page 138 &139
18. Charismatic Leadership Transformational leadership sounds similar to charisma.
Charisma can be defined so that people are born with it. Some principals have it and others don’t.
In recent years, the social science literature has moved away from considering charisma as a “divine personality”.
There is growing consensus that this charismatic leadership does not exist as concrete and objective but is a perception.
Followers attribute charisma to the leader; no leader is thought to be charismatic by everyone.
Page 137
19. Charismatic Leadership Does it sound like anyone we know?
20. Washington & Jefferson
21. Patton
22. Jordan
23. King Jr.
24. Koresh & Jones
25. Manson
26. Hitler
27. Behavioral Dimensions of Charisma Followers are more likely to attribute charisma to leaders who:
advocate a vision that challenges the status quo but still is close enough to be accepted by followers
demonstrate convincingly that they are willing to take personal risks, incur high costs, and even make self-sacrifices to achieve their vision.
act in unconventional ways in reaching the vision
respond to existing dissatisfaction
are able to communicate confidence in themselves
Page 140
28. Behavioral Dimensions of Charismatic Leadership Stage 1 – sensing leadership opportunities and formulating a vision
Stage 2 – communicating the vision in a fashion that makes it clear that the current situation is unacceptable and the proposed vision is an attractive alternative.
Stage 3 – building trust by demonstrating sincerity and commitment
Stage 4 – demonstrating the means to achieve the vision through modeling and empowering others.
Page 140
29. Behavioral Dimensions of Charismatic Leadership The “charismatic leaders,” “bonding leaders,” and “transformative leaders” share one common quality: the ability to respond to the needs of followers. They are able to help others reach higher levels of need fulfillment, to extract more meaning from their work lives, and to see that what they are doing is something special and significant.
Page 141
30. Bonding & Binding Leadership Works Because they are aligned with a realistic view of how schools actually work; thus their practices are practical.
Because they are based on a theory of human rationality that enhances both individual and organizational intelligence and performance.
Because they respond to higher—order psychological and spiritual needs that lead to extraordinary commitment, performance, and satisfaction.
Page 141
31. Idea-Based Leadership Leadership and followership become very close
Everyone takes being a guardian of the the school’s value and covenant.
Both followers and leaders are attracted and compelled by the same ideas, values and commitments.
The leader is neither boss nor messiah but administrator.
Page 142 & 143
32. SUMMARY Leadership Strategies
*Bartering
*Building
*Bonding
*Binding
33. SUMMARY CONTINUED Sources of Authority
*Traditional
*Human Resource
*Bonding
34. SUMMARY CONTINUED Stages of Leadership
*Transactional
*Transformative
35. SUMMARY CONTINUED Charismatic Leadership
*Sounds similar to Transformational
*Growing consensus that it does not really exist
*No one leader is charismatic to all