1. PROFESSIONAL STUDIES
1B
Unit 1: Leadership in the guiding task of the educational leader
Lecture 1:
PRESENTER : Dr Pierre du Plessis
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2. Lets Get Rid of Management
People don’t want to be managed.
They want to be led.
Whoever heard of a world Manager:
World leader, Yes.
Educational leader. Political leader.
Religious leader. Scout leader.
They lead. They don’t manage.
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3. The carrot always wins over the stick.
Ask your horse.
You can lead your horse to water,
but you can’t manage him to drink.
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4. If you want to manage somebody,
manage yourself.
Do that well and you’ll be ready to stop
managing.
And start leading.
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5. Leadership vs Management
Management – day to day activities/tasks,
efficiency, organisation, implementing
policy
Leadership – influencing, designing
policy, inspiring, having vision, strategy,
aligning followers, bringing about
improvement/change, futuristic
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6. The concept Leadership
 Write down the names of some leaders that
come to mind.
 Jot down some words that come to mind if
you had to describe them.
 Discuss
 Reflect on these in the context of your
profession as a teacher.
 Who are the leaders in a school?
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7. The Concept Leadership cont.
 The root word of leadership is lead.
 Hence two or more people must be
present.
 There is movement towards a common
goal.
 The person leading must have certain
abilities – convince, inspire, direct,
support, guide, vision, creativity
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8. The Concept Leadership cont.
 Leadership can also be viewed as
interactions – between leader and
group, leader and followers, leader
follower and situation.
 Guiding is an action of influencing
followers by equipping, inspiring,
supporting…
 Interaction depends on communication.
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9. The Concept Leadership cont.
 The leader fills a certain role and has a
certain status.
 Hence the leader has a certain amount
of authority, influence, power and
prestige that is awarded to him/her.
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10. Definitions - Leadership
 Leadership is the ability to influence a group
towards the achievement of goals.
 Leadership is the calling and characteristics
through which the leader in a creative and
dutiful way stimulates, directs and co-
ordinates group interaction towards the
accomplishment of group goals.[Reader-pg3]
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11. Definitions – Leadership cont.
 Leadership is the capacity and will to
rally men and women to a common
purpose and the character which
inspires confidence. (Bernard
Montgomery)
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12. LEADERSHIP – Historical
Overview
 1.Person (Qualities, attributes, traits –
born with) Learn these to make leaders
 2.Behaviour (What successful leaders
do – not inborn) Effective leadership
methods can be taught – people
oriented and task oriented activities.
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13. LEADERSHIP OVERVIEW
 3. Interaction between the leader’s
traits, the leader’s behaviours and the
existing situation.
-style and situation
-path-goal theory (leaders-
followers-goals)
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14. OVERVIEW CONTINUED
4. Leaders must be able to take the
organisation through change.
5. Motivational theories of leadership –
transactional and transformational
6. Leadership broader – leadership is the
accomplishment of group purpose –
multiple members
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15. OVERVIEW CONTINUED
7. Superleadership – leadership within
each individual in the group. Rotation of
leaders
8. Leadership as a social process – leader
emerges social constructivism –
teamwork concept (Why?)– flatter
hierarchy – collective, collaboration,
participation, democracy, distribution,
teacher leadership
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16. LEADERSHIP THEORY 1
The theory of qualities/traits
 This theory looks at the leader as a person who
has certain qualities/ traits.
 These qualities included the physical (eg height),
mental (eg intelligence) or personality traits (eg
self-confidence) of a person.
 This theory is based on the idea that leaders are
born not made.
 This theory ignores the situational/
environmental factors that play a role in a
leader’s effectiveness (eg superheads failed to turn
around failing schools in England)
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17. LEADERSHIP THEORY 2
Situation/contingency theory
 The situation determines what style of
leadership should be used. Thus leadership
should be applicable and suit the
circumstances, time and the location
(context).
 This theory is based on the idea that there is
no best leadership style.
 We can use this theory to match individuals
to job requirements.
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18. LEADERSHIP THEORY 3
The group function theory
 Leadership is something that happens in and
with a group. (Leadership is not in a single
person and situation.)
 This means that leadership may be shared
amongst the group members. The group
collectively has a leadership role to fulfil.
 As the needs of the group changes the leader
also changes.
 In this theory leadership is the movement
towards a group goal.
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19. The group function theory
cont.
 Interpersonal relationships between group
members are important.
 An advantage is that the contributions of
other great thinkers help to achieve the
goals.
 This type of leadership is valuable to
education because teamwork is necessary in
a school.
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20. What Leadership styles
Leadership style is the manner in which
a person executes/carries out his/her
leadership.
Leadership style determines the
effectiveness of a leaders management.
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21. Different leadership styles
1. Democratic leadership
2. Autocratic leadership
3. Free rein
4. Bureaucratic leadership
5. Charismatic leadership
6. Transactional leadership
7. Transformational leadership
8. Educational leadership
9. Entrepreneurial leadership
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22. Democratic Leadership
(Group-centred leadership)
 This style is participative.
 Staff are involved by consultation in
decision making.
 Open communication (voluntary and
spontaneous) is encouraged.
 Staff contributions are encouraged and
valued.
 Positive interpersonal relationships.
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23. Benefits of Democratic
Leadership
 Contributions from staff members
enable creative and original ideas.
 Different points of view/perspectives
are shared enriching the discussion.
 Staff feel ownership of decisions made.
 Staff take collective responsibility for
decisions made and accomplishment of
goals.
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24. Autocratic leadership (leader-
centred leadership)
 The leader dominates decision-making
and policy making.
 The leader makes decisions without
consulting or involving staff.
 One-way communication between the
leader and the group.
 Leader assumes responsibility for
decisions and goals.
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25. Autocratic leadership cont.
 Leader wants to fulfil his/her own
needs.
 Staff become dependent on leader.
 Leader approaches and instructs staff
individually.
 Leader is the ruler and commander.
 Praise and criticism to staff becomes
personal rather than group oriented.
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26. Autocratic leadership
 Dominating therefore has difficulty in
working with others
 May be appropriate in situations where
there is a lack of discipline. Eg in the
classroom.
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27. Free rein leadership
(laissez-faire/individual centred)
 Laissez (leave) – faire (do)
 The presence of the leader is not felt.
 Staff have freedom to make own
individual or group decisions.
 Leader appeals to the personal integrity
of staff members.
 Individual feels totally trusted and
makes own decisions.
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28. Bureaucratic leadership
 The leader adheres strictly to the law,
rules and regulation to maintain his/her
position but sometimes does as he
pleases.
 Teachers seen as merely employees.
 Head-subordinate relationship.
 Authority from above (centralised) –
staff to obey.
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29. Bureaucratic leadership -
Characteristics
 High efficiency
 Predictable – set rules and regulations
 Uniformity
 Impersonal – law does not take person
into account.
 Inflexible and rigid.
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30. CHARISMATIC LEADERSHIP
 Regarded by followers as having heroic or
extraordinary leadership abilities.
 These leaders have extremely high self
confidence, dominance, strong convictions in
their beliefs, a strong compelling vision
 They are prepared to make self-sacrifices,
and demonstrate courage for their beliefs in
the vision. Eg Nelson Mandela, Bill Gates
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31. Transactional Leadership
 The leader uses his/her position to
create an exchange process
(transaction) to motivate followers.
 Rewards for efforts (bonuses)
 Rewards for good performance
(promotion, good work reports)
 Recognises accomplishments (praise,
letters of recognition)
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32. Transactional Leadership cont.
 Example of how a teacher can use
transactional leadership - If everyone
passes the class test the class will get
an extended break. / Those who get
the highest results get praised in the
assembly.
 Motivation by extrinsic rewards.
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33. Transformational leadership
 Motivation by intrinsic ,moral purpose.
 Inspires followers to go beyond their
self interests and work for the good of
the school by:
 Communicating high expectations
 Provides intellectual stimulation – promotes
intelligence, rationality in problem solving.
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34.  Treating each person according to their
individual needs - gives personal
attention, coaches, advises, supports,
mentors (fosters good relationships)
 Uses charisma – provides vision, gains
respect and trust of followers, models
behaviour
 Develops and empowers followers.
 Promotes teamwork, open communication
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35. Educational Leadership
 Leadership provided in the school context to
promote teaching and learning.
 Various professional skills needed besides
personality.
 Subject knowledge
 Knowledge of human nature
 Communication skills
 Decision-making skills
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36.  Problem-solving ability
 Listening abilty
 Delegating skills
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37. Entrepreneurial Leadership
School leaders require business skills to
improve the school by securing
additional funding. These funds can be
used to purchase resources such as
equipment, textbooks, pay for extra
teachers, pay for teacher training.
Benefit: Improve quality of education
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38. ASSIGNMENT 1
 Read the following scenario and answer the
questions following.
You are a teacher at school X. Two big problems were
identified at the school:
(a). The first is a little problem where the school
grounds are excessively littered.
(b). The second is a disturbing increase in drug
abuse.
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39.  The school principal asks you to take
responsibility for ONE of the two
problems and to work on a solution to
address the problem.
 Identify the leadership style and theory
you think would be the best option to
resolve this problem. Motivate.
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40. GUIDELINE – ASS 1
INTRODUCTION 10
IDENTIFICATION 15
EXPLANATION 35
CONCLUSION 10
COVER PAGE 5 (Surname & Initials, Student No.
Assignment no, Topic)
LANGUAGE 10
ARGUMENT 10
GENERAL 5
TOTAL 100
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41. GUIDELINE – ASSIGN 1
INTRODUCTION 10
IDENTIFICATION 15 (choose theory & style , define)
EXPLANATION 35 (specifically explain how you
would use the above to solve the problem i.e what
would you do.
CONCLUSION 10 (Recap/reinforce main points)
COVER PAGE 5
LANGUAGE 10
ARGUMENT 10 (logical thinking)
GENERAL 5 (overall impression)
TOTAL 100
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42. Good leadership
 Does not force others
 Does not oppose change
 Welcomes co-operation
 Acts on reason
 Does not seek own gain
 Wants to make progress
 Respects followers
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43. The five most typical patterns
of leadership behaviour
1. Telling – Leader identifies problems
and solutions and instructs (tells)
others what to do. Leader makes
decisions.
2. Selling – The leader decides and
persuades (sells) others to accept
decisions by pointing out the benefits.
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44. Typical patterns of leadership
cont.
3. Testing – The leader decides and
allows followers to comment or react.
The leader listens and then makes the
final decision.
4. Consulting – The leader involves
followers from the beginning. The
leader eventually selects the most
promising solution.
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45. Typical patterns of leadership
cont.
5. Joining – The leader joins the
discussion as an equal group member.
The group decides on a decision and
the leader carries out the group
decision.
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