2. 1. RESEARCH ON EDUCATIONAL
LEADERSHIP AND STYLES - SHIPP
2. SCENARIOS FACED BY
EDUCATIONAL LEADERS - KUAN
3. SELF REFLECTION TOOL AND
QUESTIONS - COADY
3. LOOKING AT THE RESEARCH AND DIRECTING IT TO THIS SESSION
PROCESS
▸ 1. Research Educational Leadership in Australia
▸ 2. Education styles in Education in USA, UK (comparing that to Australia)
▸ 3. Completed the AITSL self-assessment tool
4. WHAT THE RESEARCH SAYS IN AUSTRALIA
QUALITY SCHOOL LEADERS ARE:
▸ Set directions by identifying and articulating a vision that creates high performance
expectations
▸ Develop people by offering intellectual stimulation, demonstrating care for their staff and
providing individual support
▸ Establish collaborative processes and provide opportunities for teacher-leadership, professional
learning, reflection and debate
▸ Understand their school’s community and create strong partnerships with stakeholders
▸ Value and empower students by encouraging teachers and the school community to value the
social and cultural capital of its students
Executive Summary of the report Teaching and leading for quality Australian schools: a review and synthesis of research-based knowledge,
commissioned by Teaching Australia
5. WHAT THE RESEARCH SAYS IN AUSTRALIA
IS THERE A DIFFERENCE BETWEEN MANAGER AND EDUCATIONAL LEADER?
▸ In the past few decades principals have had to spend an increasing proportion of their time on
managerial responsibilities and addressing accountability requirements.
▸ There is agreement in the research that management and administration are core responsibilities of
successful school leaders, necessary to ensure the smooth operation of a school.
▸ However, it is educational leadership that is central to the improvement of students’ social and academic
outcomes.
▸ Effective school leaders are committed to improving the quality of teaching, encouraging and equipping
staff to focus on student learning outcomes.
▸ The school principal does not necessarily have to be an exemplary teacher, but should ensure that the
school’s main focus is an educative one
6. WHAT THE RESEARCH SAYS IN AUSTRALIA
WHAT EFFECTIVE LEADERS HEAVE:
▸ Effective management skills - essential to maintaining clear directions, systems, expectations
and roles that support development and understanding by all stakeholders.
▸ Contextual awareness. Effective leaders understand the local school community and the
broader economic, political and policy contexts. They are also well networked, know where to
source external support and resources, and are able to balance competing priorities
▸ Strategic thinking. Effective leaders balance contextual pressures for change with core school
values and vision when deciding their actions, keeping the school’s long-term effectiveness
and sustainability in view.
▸ Problem solving. Strong leaders take calculated, legitimate risks and encourage others to do
so in solving problems.
▸ Harnessing change. Successful school leaders positively manage change to achieve the
school’s longer-term goals, and maintain staff and student morale during challenging times.
7. National College for Teaching and Leadership, United Kingdom
EDUCATIONAL
LEADERSHIP
COERCIVE
AUTHORITATIVE
AFFILIATIVEDEMOCRATIC
PACESETTING
COACHING
8. STYLES OF LEADERSHIP
1. COERCIVE EDUCATIONAL LEADER (COMMANDING LEADERSHIP)
Modus Operandi Demands immediate compliance
Style “Do as I say”
Emotional Intelligence
Competencies
initiative, self control, drive to achieve
When the style is
effective
in a crisis, to kick start a turn-around,
dealing with difficult
9. STYLES OF LEADERSHIP
2. AUTHORITATIVE EDUCATIONAL LEADER (VISIONARY LEADERSHIP)
Modus Operandi Mobilises people to a certain vision
Style “Come with me”
Emotional Intelligence
Competencies
Self Confidence, Change Catalyst
When the style is
effective
When changes require a new vision or
when a clear direction is needed
10. STYLES OF LEADERSHIP
3. AFFILIATIVE EDUCATIONAL LEADER (SERVANT LEADERSHIP)
Modus Operandi
Creates harmony and builds emotional
bonds
Style “People come first not the leader”
Emotional Intelligence
Competencies
Empathy, building relationships,
communicator
When the style is
effective
The heal rifts in a team or motivate
people during stressful circumstances
11. STYLES OF LEADERSHIP
4. DEMOCRATIC EDUCATIONAL LEADER
Modus Operandi
Forges consensus through
participation
Style
“What do you think?”
“Would you like to be involved?”
Emotional Intelligence
Competencies
Collaboration, Team Building,
Communicator
When the style is
effective
To get the buy in or input of people
through consensus
12. STYLES OF LEADERSHIP
5. PACESETTING EDUCATIONAL LEADER
Modus Operandi sets high standards for performance
Style “Do as I do now”
Emotional Intelligence
Competencies
Conscientious, drive to achieve,
initative
When the style is
effective
To get quick results from a highly
competent and motivated team
13. STYLES OF LEADERSHIP
6. COACHING EDUCATIONAL LEADER
Modus Operandi Develops people for the future
Style “How about you try this”
Emotional Intelligence
Competencies
Developing others, empathy, self-
awareness
When the style is
effective
to help people improve performance
or develop long term strengths
14. STYLES OF LEADERSHIP
OTHER TYPES OF EDUCATIONAL LEADERSHIP
▸ Transactional Educational Leadership - Give and take system between leader
and people
▸ Transformational Educational Leadership - Takes the best qualities from a
range of main educational leadership
▸ Instructional Educational Leadership - Generally defined as the
management of curriculum and instruction by a school leaders.
▸ Distributed/Shared Educational Leadership - Where leadership roles are
spread across the school
