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Leadership Theories And Educational Management : An Insight

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LEADERSHIP THEORIES AND EDUCATIONAL
MANAGEMENT: AN INSIGHT
Institutional Affiliation
Prof. O P Monga
Professor of Sociology & Associate Dean,
Faculty of Management Sciences and Liberal Arts, Shoolini University
Email: anubhavmonga@gmail.com

Abstract
It is generally perceived that the growth of nation converge on the quality of its educational leaders. The
basic concern of this theoretical debate is to examine the wider context of leadership and its effectiveness
towards improving school management. This paper analyses recent theoretical developments in the study of
educational leadership in school management. Beginning with an overview of the concept of leadership in terms
of research, theory, and practice, this paper examines theories of leadership and styles of leadership. An attempt
is made on identification of contemporary issues and possible means of amelioration. This article concludes that
success is certain if the application of the leadership styles, principles and methods is properly and fully applied
in school management because quality educational leadership tradition offers great opportunity to further
refine educational leadership and management policies and practices by accepting and utilizing the basic
principles and styles of educational leadership.
Keywords: Leadership, Styles, Principles, Management, Policies and Practices

Introduction
Many of us believe that leaders are not born, but made. Interestingly, it is also recognized that in
order to be a good leader, one must have the experience, knowledge, commitment, patience, and most
importantly the skill to negotiate and work with others to accomplish organizational goals. Good leaders are
thus made, not born. Good leadership is developed through a never ending process of self-study, education,
training, and the accumulation of relevant experience (Bass & Bass, 2008). In his book, “The Image:
Knowledge in Life and Society”, Boulding (1956) outlined the general trans-disciplinary theory of knowledge
and human, social, and organizational behaviour. He mentioned that the basis of a good leadership is strong
character and selfless devotion to an organization (cf.Jenkins, 2013). From the perspective of employees,
leadership is comprised of everything a leader does that affects the achievement of objectives and the well-
being of employees and the organization (Abbasialiya, 2010). Trustworthiness is often key to positions of
leadership as trust is fundamental to all manner of organized human groups, whether in education, business,
the military, religion, government, or international organizations (Ivancevich, Konopaske, & Matteson, 2007).
Rowe (2007) described leadership as a process whereby an individual influences a group of
individuals to achieve a common goal. This article contends that effective leadership is crucial to the proper
operation and very survival of a non-profit organization. Leadership is arguably one of the most observed, yet
least understood phenomena on earth (Burns, in Abbasialiya, 2010). There is no particular style of leadership
that can be considered universal. Despite the many diverse styles of leadership, a good or effective leader
inspires, motivates, and directs activities to help achieve group or organizational goals. Conversely, an
ineffective leader does not contribute to organizational progress and can, in fact, detract from organizational
goal accomplishment. Naylor (1999) pointed out that effective leadership is a product of the heart and an
effective leader must be visionary, passionate, creative, flexible, inspiring, innovative, courageous,
imaginative, experimental, and initiates change.
 Figure 1. Qualities of the leader and the manager
This study focuses on two questions: first, what is educational leadership? and second, what is the
impact of leadership style on school management, teachers and students ? And, third, what role it plays in
meeting the challenges facing educational institutions in India? The main focus of this theoretical debate is to
critically analyse the wider context in which leadership is made on effectiveness and improved school
management. For understanding phenomenon of this nature, theories of leadership provide vital insight on
various dimensions of leadership.

Theories of Leadership
In contemporary socio-economic and political world traditional theories of leadership i.e trait and
personality based characteristics have shifted to situation perspective in which situation is determined by
skills of the leader (Avolio, Walumbwa, & Weber, 2009). All contemporary theories can be accommodated
under three broad perspectives; process perspective, trait perspective, and skill perspective. Implicitly, there
seems to be some degree of affirmation that leadership is a process that involves influence with a group of
people toward the realization of goals (Wolinski, 2010). It was pointed out by Charry (2012) that scholarly
interest in leadership received increased attention of scholars during the early part of the twentieth century.
According to this scholar there are eight major theories of leadership. Earlier theories focused on the qualities
that distinguish leaders from followers, whereas later ones viewed other factors associated with leadership.
Thse theories are: Trait Theory, "Great Man" Theory, Contingency Theories, Situational Theory, Behavioural
Theory, Participative Theory, Transactional / Management, Theory Relationship / Transformational Theory,
and Skills Theory.
Trait Theory assumes that people inherit certain traits or qualities which make them better suited to
leadership. Trait theories often identify particular personality or behavioural characteristics that are shared
by leaders. But many have begun to criticize this theory and questions, if particular traits are key features of
leaders and leadership, how do we explain people who possess those qualities but are not leaders?
Inconsistencies in the relationship between leadership traits and leadership effectiveness eventually led
scholars to shift paradigms in search of new explanations for effective leadership. Great Man Theory
emphasizes that great leaders are born, not made. These theories often portray leaders as heroic, mythic and
destined who rise to leadership whenever needed (Ololube, 2013). Contingency Theories stress on specific
variables in the environment that might determine which style of leadership is best suited for a particular
work situation. According to this theory, leadership styles vary across all situations. Success depends upon a
number of variables, including leadership style, qualities of followers and situational features (Charry, 2012).
Contingency theory categorically states that effective leadership depends on the degree of fit between a
leader’s qualities and leadership style and that demanded by a specific situation (Lamb, 2013). A contingency
factor is thus any condition in any relevant environment to be considered when designing an organization or
one of its elements (Naylor, 1999).
Situational Theory proposes that leaders choose the best course of action based upon situational
circumstances. Different styles of leadership may be more appropriate for different types of decision-making.
For instance, where group members are skilled experts and expect to be treated as such, a democratic style
may be more effective. In other instances, in a situation where the leader is expected to be the most
knowledgeable and experienced member of a group, an authoritarian style of leadership might be most
appropriate. Behavioural theories of leadership are based on the premise that great leaders are made, not
born. This theory focuses on the actions of leaders and not on their intellectual qualities. People can learn to
become leaders through training and observation. Naylor (1999) noted that interest in the behaviour of
leaders emerged from systematic comparison of autocratic and democratic leadership styles. Autocratic
leaders are met with unhappiness and hostility of group members. A democratic leader is often a welcome by
group members. Participative leadership theories point out that the ideal leadership style is one that takes
the input of others into account. Participative leaders encourage participation and contributions from group
members and help group members to feel relevant and committed to the decision-making process. According
to Lamb (2013), a manager who believes in participative leadership, seeks to involve other people, rather
than making all the decisions at his own. In this way, improves commitment and collaboration, which results
into rational decisions.
Transactional Theory focuses on the role of supervision, organization and group performance and
the exchanges that take place between leaders and followers. This approach confines leadership on a system
of rewards and punishments (Charry, 2012). In other words, on the notion that a leader’s job is to create
structures that make it abundantly clear what is expected of followers and the consequences (rewards and
punishments) associated with meeting or not meeting organizational expectations (Lamb, 2013). When
employees are successful, they are rewarded and when they fail, they are reprimanded or punished (Charry,
2012). This theory is often likened to the concept and practice of management and continues to be an
extremely common component of many leadership models and organizational structures (Lamb,
2013).Transformational theoretical perspective focuses on the connections formed between leaders and
followers. In this a leader engages with others and is able to “create a connection” that results in increased
motivation and morality in both followers and leaders. Transformational leaders motivate and inspire people
by helping group members see the importance and higher purpose of the task. These leaders are focused on
the performance of group members, but also on each person to fulfilling his or her potential. Leaders of this
style often exhibit high degree of ethical and moral standards (Charry, 2012). Skills Theory conveys that
learned knowledge and acquired skills/abilities are significant factors in the practice of effective leadership.
Interestingly, this theory acknowledges the connection between inherited traits and the capacity to lead
effectively, but argues that learned skills, a developed style, and acquired knowledge, are the real keys to
leadership performance. It demands considerable effort and resources for leadership training and
development (Wolinski, 2010).

Principles of Leadership
 In addition to leadership theories, the principles of leadership are a commonly studied phenomenon. The
United States Army (1983) identified eleven basic principles of leadership and the means for
implementing them:
 Be technically proficient: As a leader, you must know your job and have a solid familiarity with the tasks
of your different employees;
 Develop a sense of responsibility in your workers: Help to develop good character traits that will help
them carry out their professional responsibilities;
 Ensure that tasks are understood, supervised, and accomplished: Communication is key. A leader must be
able to communicate effectively. Leaders should spend most of their day engaged in
communication. Older studies, in fact, noted that organizational leaders (managers) spent 70 to 90 per
cent of their time each day on communication and related activities (Barrett, [n.d]);
 Keep your workers informed: Know how to communicate with not only junior staff, but senior staff and
other key people as well;
 Know your people and look out for their well-being: Be well versed in basic human nature and recognize
the importance of sincerely caring for your workers;
 Know yourself and seek self-improvement : In order to know yourself, you have to understand what you
are,what you know, and what you can do (attributes). Seeking self-improvement means continually
strengthening your attributes.This can be accomplished through self-study, formal education,
workshops, reflection, and interacting with others;
 Make sound and timely decisions: Use good problem solving, decision making, and planning tools;
 Seek responsibility and take responsibility for your actions: Search for ways to guide your organization to
new heights. When things go wrong, do not blame others. Analyze the situation, take corrective action,
and move on to the next challenge;
 Set the example: Be a good role model for your employees. Employees mustnot only be told what is
expected of them, but see leaders embodying organizational qualities and ethics. Leaders must embody
what they wish to see in their employees;
 Train as a team: Do not focus on just your department, section, or employees, but envision the whole
organization as an entity that must learn and succeed together; and
 Use the full capabilities of your organization: By developing a team spirit, you will be able to employ the
abilities of your entire organization towards organizational goals.
Effective educational leadership is very essential to educational effectiveness and improvement (Ololube et.
al. 2012). To sustain it, leaders must develop sustainability on how they approach, commit to and protect
teaching and learning in educational institutions; how they sustain themselves and followers around them to
promote and support teaching and learning; how they are able and encouraged to sustain their vision and
avoid burning out; and how they consider the impact of their leadership in educational management. Most
leaders want to do things that matter, to inspire others to do it with them and to leave a legacy once they have
gone (Hargreaves & Goodson, 2006). To a large extent, it is not leaders who mismanage their organisations;
however, it is the system in which they lead (Mulford, 2003). Questionably, sustainable leadership certainly
needs to become a commitment of all educational leaders. To sustain effective educational leadership,
Hargreaves and Fink (2004) presented seven principles:

 It creates and preserves sustaining learning.

 It secures success over time.
 It sustains the leadership of others.
 It addresses issues of social justice.
 It develops rather than depletes human and material resources.
 It develops environmental diversity and capacity.
 It undertakes activist engagement with the environment

Leadership Styles
Leadership styles are the approaches employed to motivate followers. Leadership is not a “one size fits all”
phenomenon. Leadership styles should be selected and adapted to fit organizations, situations, groups, and
individuals. It is thus useful to possess a thorough understanding of the different styles as such knowledge
increases the tools available to lead effectively. Below are a number of leadership styles articulated in the
Toolkit (n.d):
Autocratic leadership is a form of transactional leadership, where leaders veil complete power over staff.
Staff and team members have little opportunity to make suggestions, even if these are in the best interest of
the team or organization. The benefit of autocratic leadership is that it is incredibly efficient. Decisions are
made quickly, and the work to implement those decisions can begin immediately. In terms of disadvantages,
most staff resent being dealt with in this way. Autocratic leadership is often best used in crisis situation, when
decisions must be made quickly and without any dissent. Bureaucratic leaders follow rules rigorously, and
expect and ensure that their staff also follow suit, precisely. This is an appropriate leadership style for work
involving serious safety risks (such as working with machinery, with toxic substances, or at dangerous
heights) or where large sums of money are involved. Bureaucratic leadership is also useful in organizations
where employees do routine tasks (Shaefer, 2005). The drawback of this type of leadership is that it is
ineffective in teams and organizations that rely on flexibility, creativity, or innovation (Santrock, 2007).
Charismatic Leadership Style describes what to expect from both leaders and followers. It is a style which is
identifiable but may be perceived with less tangibility than other leadership styles (Bell, 2013). Often called a
transformational leadership style, charismatic leaders inspire eagerness in their teams and are energetic in
motivating employees to move forward. The ensuing excitement and commitment from teams is an enormous
asset to productivity and goal achievement. The negative side of charismatic leadership is the amount of
confidence placed in the leader rather than in employees. This can create the risk of a project or even in an
entire organization collapsing in a situation when the leader disappears. Additionally, a charismatic leader
may come to believe that he/she can do no wrong, even when others are warning him or her about the path
he/he is on; feelings of invincibility can ruin a team or an organization. Democratic Leadership Style indicates
that leaders make final decisions, but include team members in the decision-making process. They encourage
creativity among team members. This also helps develop employees’ skills. Team members feel a part of
something larger and meaningful and so are motivated to by more than just a financial reward. The danger of
democratic leadership is that it can falter in situations where speed or efficiency is essential. During a crisis,
for instance, a team can waste valuable time gathering input. Another potential danger is that team members
without the knowledge or expertise may fail to provide high quality input. Laissez-Faire Leadership Style may
be the best or the worst of leadership styles (Goodnight, 2011). This allows people to work on their own.
Laissez-faire leaders abdicate responsibilities and avoid making decisions, they may give teams complete
freedom to do their work and set their own deadlines. They usually allow their subordinate the power to
make decisions about their work (Chaudhry & Javed, 2012). They provide teams with resources and advice, if
needed. They, otherwise, do not get involved. This style can be effective provided the leader monitors
performance and gives feedback to team members regularly. Team members enjoy greater degree of
autonomy which can lead to high job satisfaction and increased productivity. However, it can be damaging if
team members do not manage their time well or do not have the knowledge, skills, or motivation to do their
work effectively. This type of leadership can also occur when managers do not have sufficient control over
their staff (Ololube, 2013). Transactional Leadership Style begins with the idea that team members agree to
obey their leader when they accept a job. The transaction usually involves the organization paying team
members in return for their effort and compliance. The leader has right to punish team members if their
work doesn't meet an appropriate standard. The minimalistic working relationships that result (between
staff and managers or leaders) are based on this transaction (effort for pay).

Determinants of Leadership Style

Ibara (2010) outlined number of factors which can help singly or in combination to determine which
type of leadership style is most effective in a particular situation. For instance, these are: (1) Size of an
organization; (2) Degree of interaction; (3) Personality of Members; (4) Goal Congruency; and (5) Level of
Decision Making.
All organizations have inherent tendency to grow. As they grow in size, problems arise which may
become more difficult to address at a macro or senior management level. At the same time institutions and
organizations grow larger and become more multifaceted. There is a propensity for decision making to be
centralized (Naylor, 1999). This situation leads to limited employee participation or no participation at all.
Leaders may, if inclined, present ideas and invite input from employees (Ibara, 2010). Organizational
interaction or communication between two or more individuals on the basis of social and organizational
structures is aimed at achieving goals (Ololube, 2012). In changing scenario, we witness today, uncertainty is
rampant in many situations in organizations and leaders need to be involved with their staff to ensure
organizational learning and address of critical issues. The intensity and quality of interaction in an
organization tends to influence the style of organizational management in order to accomplish tasks. Naylor
(1999) pointed out that for organizations to be effective, it is essential that managers and leaders constantly
share information, ensure open channels of communication, regular attention on information, and regular
debate on the nature of data. Openness increases the likelihood of better communication and in turn the
functioning and survival of organizations (Ololube, 2012). Personality attributes of employees and managers
are crucial in determining style of the leader. Some tend to react more to a particular leadership style than
those who depend on others. Those with an understandable sense of direction wish to advance in their
careers and enjoy participating in organizational decision-making processes tend to be more inclined
towards open and collaborative leadership styles. Leaders should adapt to such situations by providing
opportunities for participation to those who desire them and directing those who find it more difficult to
participate in organizational decision-making (Ibara, 2010).The goal congruence is important for unity of
direction as everybody (individuals, departments and divisions) is works towards the attainment of a
common goal. Different leadership styles may be employed depending on the degree of existing goal
congruence in an organization. Level of decision–making is also important in the context of leadership style.
Weddle (2013) identified five levels of decision making in organizations. With each level the amount of time
and the decision making involvement increases:
1. Leader makes the decision alone & announces the decision. This level requires little time and
no staff involvement. This is particularly useful in crisis situationsimmediate action is needed.
2. Leader gathers input from individuals and makes the decision. The leader seeks input, usually to
cover blind spots and enhance the depth of understanding of the issue at hand. Key individuals hold
important information and not consulting is seen to be irresponsible.
3. Leader gathers input from team and makes the decision. The leader holds a team meeting and
solicits input from the team, listens to the team’s ideas and then using that information, makes a
decision.
4. Consensus building. At this level, the leader is part of the team and s/he is just one vote/voice
among many. The group processes all possible options and compromises until everyone is in
agreement.
5 Consensus and delegation with criteria/constraints. The leader delegates decision making to the
team and does not participate in decision making anddiscussions. This demands on the part of the
leader to be very clear with the team and the criteria involved in decision making.

Educational Leadership and Management Processes

Leadership is perceived as the process of influencing employees/workers towards the achievement
of organisational goals and organisational excellence (Naylor, 1999). Outstanding leaders nurture a vision for
their organization which they share with all and which shapes the programmes of learning and teaching,
policies, priorities, plans and procedures concerning the day-to-day life of the organization (Beare et al.,
1997). In educational context, leaders inspire the whole system by effectively influencing the behaviours,
thoughts, and feelings of those working within it, and ensure their vision by creating a strategic alignment
across the whole system (Peretomode, 1991). No matter how effective leaders are, they are faced with
numerous obstacles and challenges which they must manage to succeed and sustain organizational
achievements.
Warren Bennis (2004) held that a leader makes good decisions which imply a goal, a direction, an
objective, a vision, a dream, a path, and a reach. Further, a leader does the following:

 Shares with all in an organization, motivates people by helping them to identify with the task and the
goal, rather than by rewarding or punishing them. Leaders inspire and empower people; they pull
rather than push.
 Creates trust through one’s competencies, integrity, and congruency between said and done.
 Maintains environment, defines mission, models the behavior, and expresses collective goals of the
organisation.
 Perceives and handles ‘failure’ differently – they embrace error and vow to learn from it.
 Ensures a healthy and empowering environment for the workforce to generate commitment, and
feeling and feeling of belongingness with the organization.
 Encourages a network or flattened hierarchy model- a more centralised model where the key words
are acknowledge, create and empower.
On the whole, vision, constancy of purpose and consistency are central concerns of leaders in educational
management and planning. They seek to establish the best educational policies and strategies, which involve
the improvement of educational programmes and administrative services aimed at creating competent
graduates capable of entering significant positions in society and, in turn, improving educational practices
and procedures (Ololube, 2013). Effective leadership, Wallace and Hoyle (2005) argued that the management
of the education systems require a shift of direction away from traditional and current orthodoxies of radical
transformation promoted by reform policies towards a more temperate perspectives.
It can not be denied that educational management processes involve the orderly deployment of systems
that ensure proper implementation of policies, strategies, and action plans through integrated and healthy
practices to realise educational goals. Its optimization depends on a clear understanding of how different
units of work fit into the whole. Process performance looks at how management gathers information to form
educational policy and strategy and involves the application of systems standards covering quality
management systems (Lewis, Goodman & Fandt, 1995). It generates facts on the basis of which the processes
in question can be effectively managed and continuously improved. This factual information supports
decisions at all levels that in turn improve educational process performance further (Schoderbek, Cosier &
Aplin, 1988). Educational leaders ensure that academic and non-academic staff are continually trained to
operate in the innovative and ever-changing educational process and that they are building professional
learning communities (Uriah & Agbor, 2013). According to Wallace and Hoyle (2005), effective leadership
and management mean less leadership and management. Teachers are now increasingly caught up in specific
managerial roles and distributed leadership. It is suggested that accepting effective leadership principles and
styles in educational management are of vital significance. The key characteristics of the effective leadership
have proven worth in the field of education.

Conclusion
Over the decades, literature on educational management and leadership, often discusses issues
essential to educational leadership. The syntheses presented have roots in the reflective ability of the authors
to link thematic issues across wider and complex themes. This article has highlighted effective educational
leadership in educational management and a quality wake up call for a better model that has applicability in
the context of the Indian education. By understanding leadership styles, principles, and practices which make
up effective educational leadership , it may be concluded that success is certain, provided the leadership
styles, principles and methods are applied in right spirits in educational management. However, there is
always room for improvement keeping in mind tradition of quality educational leadership.
The authors tend to put forward that outstanding educational leadership principles and styles may
be adopted intelligently and in right direction for enhancing educational management at all level in India. At
present things are not moving and progressing in right direction due to half baked attention given to
educational development and management. There is need for bridging the gap between theory and practice
to provide exploration of dominant leadership strategies and to give educational leaders a solid basis in
theory and practice. Educational leaders may explore combination of strategies to successful in their mission
of effective educational leadership. Application of styles and practices is cost effective. This involves team-
spirit, improvement in performance and enhancing teaching and learning.

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