1. Educational Leadership

2. Douglas McGregor ’ s Theory X Assumptions that the administrator may hold: 1. The average person inherently dislikes work and will avoid it whenever possible. 2. Because people dislike work, they must be supervised closely, directed, coerced, or threatened with punishment in order for them to put adequate effort toward the achievement of organizational objectives. 3. The average worker will shirk responsibility and seek formal direction from those in charge. 4. Most workers values job security above other job- related factors and have little ambition.

3. Douglas McGregor ’ s Theory Y Assumptions that the administrator may hold: 1. If it is satisfying to them, employees will view work as natural and as acceptable play. 2. People at work will exercise initiative, self-direction, and self-control on the job if they are committed to the objectives of the organization. 3. The average person, under proper conditions, learns not only to accept responsibility on the job but to seek it. 4. The average employee values creativity, I.e. the ability to make good decisions and seeks opportunities to be creative at work.

4. Likert ’ s Theory Theory X Theory Y System 1System 2System 3 System 4

5. System 1 System 1 Leadership is seen as having no trust in subordinates 1. Decision imposed – made at the top 2. Subordinates motivated by fear, threats, punishment 3. Control centred at the top of the hierarchy 4. Little superior-subordinate interaction 5. People informally opposed to goals set by the leadership

6. System 2 System 2 Leadership has condescending confidence and trust in subordinates 1. Subordinates seldom involved in decision making 2. Rewards and punishment used to motivate 3. Interaction used with condescension 4. Fear and caution displayed by subordinates 5. Control centred on the top of the hierarchy with some delegation

7. System 3 System 3 Leadership is seen as having substantial but not complete trust in subordinates 1. Subordinates make specific decisions at lower level 2. Communication flows up and down hierarchy 3. Rewards, occasional punishment, and some involvement are used to motivate 4. Moderate interaction and fair trust exist 5. Control is delegated downward

8. System 4 System 4 Leadership is seen as having complete trust in subordinates 1. Decision making is widely dispersed 2. Communication flows up and down and laterally 3. Motivation is by participation and rewards 4. Extensive, friendly, superior-subordinate interaction exists 5. High degree of confidence and trust exists 6. Widespread responsibility for the control process exists

9. Activity 3 (15 mins)  Compare and contrast the kinds of leadership exhibited by a military leader and the coach or captain of a soccer team.

10. Power  The capacity to influence others  Reward power  Coercive power  Expert power  Legitimate power  Referent power  A successful leader can demonstrate various types of power. Educational Leadership

11. Transactional Leadership  Transactional educational leaders can and do offer jobs, security, tenure, favourable salaries, and more in exchange for support, cooperation, and compliance of follower. Educational Leadership

12. Contemporary views on Leadership  The notion of one group (the leaders) who exercise domination over another (followers) is, in a sense, an anti- educational one. If schools are to be the inquiring kinds of places we would want them to be, then the values espoused and the activities pursued will be as a consequence of dialogue about the nature of schooling and what is considered important in the development of children, and not as a result of bureaucratic or autocratic decree. (Smyth, J. 1989) Educational Leadership

13. Contemporary views on Leadership  Leadership in schools requires an enabling capacity that empowers those in schools to frame problems, and to discuss and work individually and collectively to understand and to change the situations that caused these problems. (Smyth, J. 1989) Educational Leadership

14. Contemporary views on Leadership  Leadership can spring from anywhere; it is not a quality that comes with an office or a person. Rather, it derives from the context and ideas of individuals who influence each other. Thus, a principal may at times be a leader and at other times, a follower. Leadership is an act bounded in space and time; it is an act that enables others and allows them, in turn to become enablers. (Foster 1986) Educational Leadership

15. Transforming Leadership  Leaders ≠power wielder or bureaucratic managers  Leaders look for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the followers. Educational Leadership

16. Transforming Leadership  There exists a relationship of mutual stimulation and elevation that converts followers into leaders and leaders into moral agents.  It transforms the roles of both followers and leaders so that they become virtually interdependent, their aspirations, motives and values merged in mutual commitment to achieve shared goals. Educational Leadership

17. Reflection  What kind(s) of educational leadership are we seeking to meet the demands of both the students and the society in the 21 st Century? Educational Leadership