Management 2015, 5(1): 6-14 1

A Review of Leadership Theories, Principles and Styles

and Their Relevance to Educational Management
Rose Ngozi Amanchukwu1, Gloria Jones Stanley2, Nwachukwu Prince Ololube1,*

1
Department of Educational Foundations and Management, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt,
Nigeria
2
School of Public Health Nursing, Rivers State College of Health Science and Technology

Abstract This study was motivated by the premise that no nation grows further than the quality of its educational
leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards
improving school management. This academic evaluation examines recent theoretical developments in the study of
educational leadership in school management. It begins with a concise overview of the meaning and concept of leadership
in terms of research, theory, and practice. This is followed by an examination of the theories of leadership, principles and
styles of leadership. Each section ends with an 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 Education, Leadership, Theories, Styles, Principles, Methods, Management, Policies and Practices

1. Introduction Leadership involves a type of responsibility aimed at

achieving particular ends by applying the available
To many, leaders are not born, but made. It is increasingly resources (human and material) and ensuring a cohesive and
accepted, however, that in order to be a good leader, one coherent organization in the process (Ololube, 2013).
must have the experience, knowledge, commitment, Northouse (2007) and Rowe (2007) described leadership as
patience, and most importantly the skill to negotiate and a process whereby an individual influences a group of
work with others to achieve goals. Good leaders are thus individuals to achieve a common goal. This article contends
made, not born. Good leadership is developed through a that effective leadership is crucial to the proper operation
never ending process of self-study, education, training, and and very survival of a non-profit organization.
the accumulation of relevant experience (Bass & Bass,
Leadership is arguably one of the most observed, yet least
2008). According to Boulding (1956) in book “The Image:
understood phenomena on earth (Burns, in Abbasialiya,
Knowledge in Life and Society”, outlined the general
2010). Over time, researchers have proposed many different
transdisciplinary theory of knowledge and human, social,
styles of leadership as there is no particular style of
and organizational behaviour. He stated that the basis of a
leadership that can be considered universal. Despite the
good leadership is strong character and selfless devotion to
many diverse styles of leadership, a good or effective leader
an organization (Jenkins, 2013). From the perspective of
inspires, motivates, and directs activities to help achieve
employees, leadership is comprised of everything a leader
group or organizational goals. Conversely, an ineffective
does that affects the achievement of objectives and the well-
leader does not contribute to organizational progress and
being of employees and the organization (Abbasialiya,
can, in fact, detract from organizational goal
2010). Trustworthiness is often key to positions of
accomplishment. According to Naylor (1999), effective
leadership as trust is fundamental to all manner of organized
leadership is a product of the heart and an effective leader
human groups, whether in education, business, the military,
must be visionary, passionate, creative, flexible, inspiring,
religion, government, or international organizations (Lamb
innovative, courageous, imaginative, experimental, and
& McKee, 2004; Ivancevich, Konopaske, & Matteson,
initiates change (see figure 1).
2007).
This study was enthused by the premise that no nation
grows further than the quality of its educational leaders and
* Corresponding author:
ololubeprince@yahoo.com (Nwachukwu Prince Ololube) or educational managers. In this theoretical debate, the
Published online at http://journal.sapub.org/mm authors presented a moderately detail analysis of a
Copyright © 2015 Scientific & Academic Publishing. All Rights Reserved theoretical research conducted on the need for African
countries especially Nigeria to reform. This debate focus contemporary theories can fall under one of the following
not simply on what educational leadership is, but the impact three perspectives: leadership as a process or relationship,
it has on school management, teachers and students and the leadership as a combination of traits or personality
part it plays in meeting the challenges facing education characteristics, or leadership as certain behaviors or, as they
institutions. The overall purpose of this theoretical debate is are more commonly referred to, leadership skills. In the
to examine the wider context in which leadership is made more dominant theories of leadership, there exists the
on effectiveness and improved school management. notion that, at least to some degree, leadership is a process
that involves influence with a group of people toward the
realization of goals (Wolinski, 2010).
2. Theories of Leadership Charry (2012), noting that scholarly interest in leadership
There are as many different views of leadership as there increased significantly during the early part of the twentieth
are characteristic that distinguish leaders from non-leaders. century, identified eight major leadership theories. While
While most research today has shifted from traditional trait the earlier of these focused on the qualities that distinguish
or personality-based theories to a situation theory, which leaders from followers, later theories looked at other
dictates that the situation in which leadership is exercised is variables including situational factors and skill levels.
determined by the leadership skills and characteristics of the Although new theories are emerging all of the time, most
leader (Avolio, Walumbwa, & Weber, 2009), all can be classified as one of Charry’s eight major types:

The manager

Rational Consulting
From the
Persistent Problem
head
solving Tough-minded
Analytical Structured
Deliberate
Authoritative
Stabilising
Positive power
 The leader

Visionary Passionate
Creative Flexible
Inspiring Innovative
Courageous
From the heart Personal power
Imaginative
Experimental Initiates
change

Source: Naylor, (1999, p. 524)

Figure 1. Qualities of the leader and the manager
8 Rose Ngozi Amanchukwu et al.: A Review of Leadership Theories, Principles
and Styles and Their Relevance to Educational Management

2.1. "Great Man" Theory people can learn to become leaders through training and
Great man theories assume that the capacity for observation. Naylor (1999) notes that interest in the
leadership is inherent, that great leaders are born, not made. behaviour of leaders has been stimulated by a systematic
These theories often portray leaders as heroic, mythic and comparison of autocratic and democratic leadership styles.
destined to rise to leadership when needed. The term great It has been observed that groups under these types of
man was used because, at the time, leadership was thought leadership perform differently:
of primarily as a male quality, especially military leadership  Autocratically led groups will work well so long as the
(See also, Ololube, 2013). leader is present. Group members, however, tend to be
unhappy with the leadership style and express hostility.
2.2. Trait Theory  Democratically led groups do nearly as well as the
Similar in some ways to great man theories, the trait autocratic group. Group members have more positive
theory assumes that people inherit certain qualities or traits feelings, however, and no hostility. Most importantly,
make them better suited to leadership. Trait theories often the efforts of group members continue even when the
identify particular personality or behavioural characteristics leader is absent.
that are shared by leaders. Many have begun to ask of this
theory, however, if particular traits are key features of 2.6. Participative Theory
leaders and leadership, how do we explain people who Participative leadership theories suggest that the ideal
possess those qualities but are not leaders? Inconsistencies leadership style is one that takes the input of others into
in the relationship between leadership traits and leadership account. Participative leaders encourage participation and
effectiveness eventually led scholars to shift paradigms in contributions from group members and help group members
search of new explanations for effective leadership. to feel relevant and committed to the decision-making
process. A manager who uses participative leadership,
2.3. Contingency Theories rather than making all the decisions, seeks to involve other
Contingency theories of leadership focus on particular people, thus improving commitment and increasing
variables related to the environment that might determine collaboration, which leads to better quality decisions and a
which style of leadership is best suited for a particular work more successful business (Lamb, 2013).
situation. According to this theory, no single leadership 2.7. Transactional/Management Theory
style is appropriate in all situations. Success depends upon a
number of variables, including leadership style, qualities of Transactional theories, also known as management
followers and situational features (Charry, 2012). A theories, focus on the role of supervision, organization and
contingency factor is thus any condition in any relevant group performance and the exchanges that take place
environment to be considered when designing an between leaders and followers. These theories base
organization or one of its elements (Naylor, 1999). leadership on a system of rewards and punishments (Charry,
Contingency theory states that effective leadership depends 2012). In other words, on the notion that a leader’s job is to
on the degree of fit between a leader’s qualities and create structures that make it abundantly clear what is
leadership style and that demanded by a specific situation expected of followers and the consequences (rewards and
(Lamb, 2013). punishments) associated with meeting or not meeting
expectations (Lamb, 2013). When employees are
2.4. Situational Theory successful, they are rewarded and when they fail, they are
reprimanded or punished (Charry, 2012). Managerial or
Situational theory proposes that leaders choose the best
course of action based upon situational conditions or transactional theoryis often likened to the concept and
practice of management and continues to be an extremely
circumstances. Different styles of leadership may be more
appropriate for different types of decision-making. For common component of many leadership models and
organizational structures (Lamb, 2013).
example, in a situation where the leader is expected to be
the most knowledgeable and experienced member of a 2.8. Relationship/Transformational Theory
group, an authoritarian style of leadership might be most
appropriate. In other instances where group members are Relationship theories, also known as transformational
skilled experts and expect to be treated as such, a theories, focus on the connections formed between leaders
democratic style may be more effective. and followers. In these theories, leadership is the process by
which a person engages with others and is able to “create a
2.5. Behavioural Theory connection” that results in increased motivationand morality
in both followers and leaders. Relationship theories are
Behavioural theories of leadership are based on the belief
often compared to charismatic leadership theories in which
that great leaders are made, not born. This leadership theory
leaders with certain qualities, such as confidence,
focuses on the actions of leaders not on intellectual qualities
extroversion, and clearly stated values, are seen as best able
or internal states. According to the behavioural theory,
to motivate followers (Lamb, 2013). Relationship or
transformational
leaders motivate and inspire people by helping group others. Analyze the situation, take corrective action,
members see the importance and higher good of the task. and move on to the next challenge;
These leaders are focused on the performance of group  Set the example: Be a good role model for your
members, but also on each person to fulfilling his or her employees. Employees must not only be told what is
potential. Leaders of this style often have high ethical and expected of them, but see leaders embodying
moral standards (Charry, 2012). organizational qualities and ethics. Leaders must
2.9. Skills Theory embody what they wish to see in their employees;
 Train as a team: Do not focus on just your department,
This theory states that learned knowledge and acquired section, or employees, but envision the whole
skills/abilities are significant factors in the practice of organization as an entity that must learn and succeed
effective leadership. Skills theory by no means refuses to together; and
acknowledge the connection between inherited traits and  Use the full capabilities of your organization: By
the capacity to lead effectively, but argues that learned developing a team spirit, you will be able to employ the
skills, a developed style, and acquired knowledge, are the abilities of your entire organization towards
real keys to leadership performance. A strong belief in skills organizational goals.
theory often demands that considerable effort and resources Effective educational leadership is very essential to
be devoted to leadership training and development school effectiveness and improvement (Ololube, Egbezor,
(Wolinski, 2010). Kpolovie, & Amaele, 2012). To sustain educational
leadership, leaders must develop sustainability on how they
approach, commit to and protect teaching and learning in
3. Principles of Leadership schools; how they sustain themselves and followers around
In addition to leadership theories, the principles of them to promote and support teaching and learning; how
leadership are a commonly studied phenomenon. The they are able and encouraged to sustain their vision and
United States Army (1983) has identified eleven basic avoid burning out; and how they consider the impact of
principles of leadership and the means for implementing their leadership in school management. Most leaders want
them: to do things that matter, to inspire others to do it with them
 Be technically proficient: As a leader, you must know and to leave a legacy once they have gone (Hargreaves &
your job and have a solid familiarity with the tasks of Goodson, 2006). To a large extent, it is not leaders who
your different employees; mismanage their schools; however, it is the systems in
 Develop a sense of responsibility in your workers: Help which they lead (Mulford, 2003). Questionably, sustainable
to develop good character traits that will help them leadership certainly needs to become a commitment of all
carry out their professional responsibilities; school leaders. Therefore, to sustain effective educational
 Ensure that tasks are understood, supervised, and leadership, Hargreaves and Fink (2004) presented seven
accomplished: Communication is key. A leader must principles of sustainable leadership vis-à-vis:
be able to communicate effectively. Leaders should  Sustainable leadership creates and preserves sustaining
spend most of their day engaged in communication. learning
Older studies, in fact, noted that organizational leaders  Sustainable leadership secures success over time
(managers) spent 70 to 90 per cent of their time each  Sustainable leadership sustains the leadership of others
day on communication and related activities (Barrett,  Sustainable leadership addresses issues of social justice
[n.d]);  Sustainable leadership develops rather than depletes
 Keep your workers informed: Know how to human and material resources
communicate with not only junior staff, but senior staff  Sustainable leadership develops environmental diversity
and other key people as well; and capacity
 Know your people and look out for their well-being: Be  Sustainable leadership undertakes activist engagement
well versed in basic human nature and recognize the with the environment
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, 4. Leadership Styles
what you know, and what you can do (attributes). Leadership styles are the approaches used to motivate
Seeking self-improvement means continually followers. Leadership is not a “one size fits all”
strengthening your attributes. This can be phenomenon. Leadership styles should be selected and
accomplished through self-study, formal education, adapted to fit organizations, situations, groups, and
workshops, reflection, and interacting with others; individuals. It is thus useful to possess a thorough
 Make sound and timely decisions: Use good problem understanding of the different styles as such knowledge
solving, decision making, and planning tools; increases the tools available to lead effectively. Below are a
 Seek responsibility and take responsibility for your number of leadership styles articulated in the Toolkit (n.d):
actions: Search for ways to guide your organization to
new heights. When things go wrong, do not blame
4.1. Autocratic Leadership Style valuable time gathering input. Another potential danger is
Autocratic leadership is an extreme form of transactional team members without the knowledge or expertise to
leadership, where leaders have complete power over staff. provide high quality input.
Staff and team members have little opportunity to make
suggestions, even if these are in the best interest of the team 4.5. Laissez-Faire Leadership Style
or organization. The benefit of autocratic leadership is that Laissez-faire leadership may be the best or the worst of
it is incredibly efficient. Decisions are made quickly, and leadership styles (Goodnight, 2011). Laissez-faire, this
the work to implement those decisions can begin French phrase for “let it be,” when applied to leadership
immediately. In terms of disadvantages, most staff resent describes leaders who allow people to work on their own.
being dealt with in this way. Autocratic leadership is often Laissez-faire leaders abdicate responsibilities and avoid
best used in crises situation, when decisions must be made making decisions, they may give teams complete freedom
quickly and without dissent. to do their work and set their own deadlines. Laissez-faire
leaders usually allow their subordinate the power to make
4.2. Bureaucratic Leadership Style decisions about their work (Chaudhry & Javed, 2012). They
Bureaucratic leaders follow rules rigorously, and ensure provide teams with resources and advice, if needed, but
that their staff also follow procedures precisely. This is an otherwise do not get involved. This leadership style can be
appropriate leadership style for work involving serious effective if the leader monitors performance and gives
safety risks (such as working with machinery, with toxic feedback to team members regularly. The main advantage
substances, or at dangerous heights) or where large sums of of laissez-faire leadership is that allowing team members so
money are involved. Bureaucratic leadership is also useful much autonomy can lead to high job satisfaction and
in organizations where employees do routine tasks (Shaefer, increased productivity. It can be damaging if team members
2005). The drawback of this type of leadership is that it is do not manage their time well or do not have the
ineffective in teams and organizations that rely on knowledge, skills, or motivation to do their work
flexibility, creativity, or innovation (Santrock, 2007). effectively. This type of leadership can also occur when
managers do not have sufficient control over their staff
4.3. Charismatic Leadership Style (Ololube, 2013).
Charismatic leadership theory describes what to expect
4.6. Transactional Leadership Style
from both leaders and followers. Charismatic leadership is a
leadership style that is identifiable but may be perceived This leadership style starts with the idea that team
with less tangibility than other leadership styles (Bell, 2013). members agree to obey their leader when they accept a job.
Often called a transformational leadership style, charismatic The transaction usually involves the organization paying
leaders inspire eagerness in their teams and are energetic in team members in return for their effort and compliance. The
motivating employees to move forward. The ensuing leader has a right to punish team members if their work
excitement and commitment from teams is an enormous doesn't meet an appropriate standard. The minimalistic
asset to productivity and goal achievement. The negative working relationships that result (between staff and
side of charismatic leadership is the amount of confidence managers or leaders) are based on this transaction (effort for
placed in the leader rather than in employees. This can pay).
create the risk of a project or even in an entire organization
collapsing if the leader leaves. Additionally, a charismatic
leader may come to believe that s/he can do no wrong, even 5. Factors That Determine Leadership
when others are warning him or her about the path s/he is Style
on; feelings of invincibility can ruin a team or an
There are a number of factors that can help to determine
organization.
which type of leadership style is most effective and/or when
4.4. Democratic/Participative Leadership Style to draw on a different or combination of leadership styles.
Listed below are a number of these factors as outlined by
Democratic leaders make the final decisions, but include Ibara (2010, pp. 74-76):
team members in the decision-making process. They
encourage creativity, and team members are often highly 5.1. Size of an Institution/Organization
engaged in projects and decisions. There are many benefits
Many organizations have the tendency to grow, and as
of democratic leadership. Team members tend to have high
they grow, to divide into subgroups where the real decision
job satisfaction and are productive because they are more
making power lies. As institutions or organization grow,
involved. This style also helps develop employees’ skills.
problems arise which may become more difficult to address
Team members feel a part of something larger and
at a macro or senior management level. At the same time, as
meaningful and so are motivated to by more than just a
institutions and organizations grow larger and become more
financial reward. The danger of democratic leadership is
multifaceted, there is a propensity for decision making to be
that it can falter in situations where speed or efficiency is
centralized (Naylor, 1999). This situation leads to limited
essential. During a crisis, for instance, a team can waste
employee participation or no participation at all. Leaders
may, if inclined, present ideas and invite input from that none of these limit or inhibit the ability to achieve
employees (Ibara, 2010). organizational goals. In a situation like this, there is a unity
5.2. Degree of Interaction/Communication of direction as everybody (individuals, departments and
divisions) is working towards the attainment of a common
Organizational interaction or communication in this goal. Different leadership styles may be called for
paradigm refers to a relational approach between two or depending on the degree of existing goal congruence in an
more individuals on the basis of social and organizational organization.
structures aimed at achieving goals (Ololube, 2012). Given
that uncertainty surrounds many situations in organizations, 5.5. Level of Decision Making
leaders need to be involved with their staff. In this way, Differentiating effective leaders from ineffective leaders
leaders can keep focused on key issues and ensure that is a major management concern. One means of
organizational learning takes place. The quantity and differentiation may be the quality of decision making and
quality of interaction in an organization tends to influence that effective leaders make good decisions or choices that
the style of organizational management with the main issue yield favourable outcomes for the organization
being that employees must work together in order to (Schoderbek, Cosier, & Aplin, 1988). In addition to
accomplish tasks. According to Naylor (1999), for leadership ability, employee perception often plays a big
organizations to be effective: role in the implementation and outcome of decisions
 Managers must constantly share information; (Weddle, 2013).
 Managers must have open channels of communication; In a centralized organization, there is little or no
 There must be information of sufficient potential to provision for decisions or input from lower level staff.
demand regular attention from leaders at all levels; Directives are handed down and strict obedience is
 Interpretations of complex data/information should be expected. Leadership in these organizations tends to be
done in face-to-face discussions with staff directive rather than participative or laissez-faire. Hence,
 Managers must debate the nature of the the location of decision-making, which is the functional
data/information and the possible assumptions and specialization of the organization, determines the style of
actions that results from it (1999, p. 825). leadership that is called for (Ibara, 2010).
Organizations can operate as open or closed systems. An
Weddle (2013) identified five levels of decision making in
open system receives information, which it uses to interact
organizations. With each level the amount of time and the
dynamically with its environment. Organizations are open
decision making involvement increases:
systems. Openness increases the likelihood of better
communication and in turn the functioning and survival of  Level One: Leader makes the decision alone &
organizations (Ololube, 2012). announces the decision. This level requires little time
and no staff involvement. This is particularly useful in
5.3. Personality of Members crisis situations where immediate action is needed.
 Level Two: Leader gathers input from individuals
The personality attributes of employees and other
and makes the decision. The leader seeks input, usually
managers/leaders can influence the leadership style of an
to cover blind spots and enhance the depth of
organization. Some people tend to react more to certain
understanding of the issue at hand. Key individuals hold
styles of leadership than others. Individuals who like to
important information and not consulting is seen to be
depend on others generally do not like to participate in
irresponsible.
organizational affairs since their need for security and
 Level Three: Leader gathers input from team and
direction is better served by a rigid organizational structure.
makes the decision. The leader holds a team meeting
Those with an understandable sense of direction wish to
and solicits input from the team, listens to the team’s
advance in their careers and enjoy participating in
ideas and then using that information, makes a decision.
organizational decision-making processes tend to be more
 Level Four: Consensus building. At this level, the
inclined towards open and collaborative leadership styles.
leader is part of the team and s/he is just one vote/voice
Leaders should adapt to such situations by providing
among many. The group processes all possible options
opportunities for participation to those who desire them and
and compromises until everyone is in agreement.
directing those who find it more difficult to participate in
 Level Five: Consensus and delegation with
organizational decision-making (Ibara, 2010).
criteria/constraints. The leader delegates decision
5.4. Goal Congruency making to the team and is not a part of decision making
discussions. This requires the leader to be very clear with
The term goal congruence is applied to an organization the team as to the criteria/constraints that must be met
that ensures that all its operations and activities support the for their decision to be able to move forward. Failure to
achievement of its goals. Organizations with high goal meet these criteria could result in the need for the team
congruence review their operations and activities to ensure to reconsider their decision or the need for the leader to
choose a default and/or use another level (from above)
for moving the decision forward.
6. Educational Leadership and
Management Processes organisation members are learning, and that they are
competent. Good leaders make people feel that they
Leadershipis the process of influencing employees are at the very heart of things, not on the periphery.
towards the achievement of organisational goals and  Creates flat, adaptive, decentralised systems and
organisational excellence (Naylor, 1999). Outstanding organisations: Bureaucracy does not create leaders,
leaders have a vision for their institutions. They have a bureaucracy creates managers and bureaucrats.
picture of the preferred future, which is shared with all in Managing change is perhaps the ultimate leadership
the institution and which shapes the programmes of learning challenge. Strong leadership can often be seen in
and teaching as well as the policies, priorities, plans and organisations based on a network or flattened hierarchy
procedures pervading the day-to-day life of the institution model — a more centralised model where the key words
(Beare et al., 1997). Leadership in the educational context is are acknowledge, create and empower.
also the ability to anticipate the future. Through words and On the whole, vision and constancy of purpose are central
examples, leaders in education inspire the whole system by concerns of leaders in educational management and
effectively influencing the behaviours, thoughts, and planning. They seek to establish the best educational policies
feelings of those working within it, and ensure their vision and strategies, which involves the improvement of
by creating a strategic alignment across the whole system educational programmes and administrative services aimed
(Peretomode, 1991). However, no matter how effective at creating competent graduates capable of entering
leaders are, they are faced with numerous obstacles which significant positions in society and, in turn, improving
they must manage and contain in order to succeed. educational practices and procedures (Ololube, 2013).
Warren Bennis in Anyamele (2004) argued that leadership Wallace and Hoyle (2005) argue that effective leadership
is a creative enterprise, involving all in innovating and and management of the education systems require a shift of
initiating. Leadership looks at the horizon and not just at the direction away from current orthodoxies of radical
bottom-line. A leader makes good decisions which imply a transformation promoted by reform policies towards a more
goal, a direction, an objective, a vision, a dream, a path, and temperate approach.
a reach. According to Bennis, a leader does the following: Educational management processes involve the
 Creates a compelling vision: Leadership has to get arrangement and deployment of systems that ensure the
people in the organisation to buy into a shared vision implementation of policies, strategies, and action plans
and then translate that vision into reality. Leaders throughout a set of integrated practices in order to achieve
motivate people by helping them to identify with the educational goals. Process performance can only be
task and the goal, rather than by rewarding or optimised through a clear understanding of how different
punishing them. Leaders inspire and empower people; units of work fit into the whole. Process performance
they pull rather than push. ensures that a fit for purpose management system of the
 Creates a climate of trust: Leaders must know how to education is developed, implemented and constantly
generate and sustain trust. In order to do this, leaders improved. It looks at how management gathers information
must reward people for disagreeing, reward innovation, to inform educational policy and strategy and involves the
and tolerate failure. For a leader to create trust he or application of systems standards covering quality
she must be competent so that others in the management systems (Lewis, Goodman & Fandt, 1995).
organisation can rely on the leader’s capacity to do the Process performance, when documented and analysed
job. To create trust a leader must behave with integrity. scientifically and compared with desirable outcomes,
Finally, to generate trust (and be an effective leader) a generates facts on the basis of which the processes in
leader must achieve congruency between what he or question can be effectively managed and continuously
she does and says and what his or her vision is. improved. This factual information supports decisions at all
 Creates meaning: A leader creates meaning by levels that in turn improve educational process performance
maintaining an environment where people are further (Schoderbek, Cosier & Aplin, 1988).
reminded of what is important. A leader helps to define Quality management indicators involve the ways in
the mission of the institution and models the behaviour which educational leaders ensure that academic and non-
that will move the organisation towards goals. Leaders academic staff are continually trained to operate in the
are people who can eloquently use words to express the innovative and ever-changing educational process and that
collective goals of the organisation. they are building professional learning communities (Harris
 Creates success: Effective leaders perceive and handle & Muijs, 2005; Ololube, Dudafa, Uriah & Agbor, 2013).
‘failure’ differently – they embrace error and vow to According to Wallace and Hoyle (2005), effective
learn from it. leadership and management mean less leadership and
 Creates a healthy and empowering environment: management. Teachers have now become caught up in
Effective leadership empowers the workforce to specific managerial roles and distributed leadership,
generate commitment, and developed the feeling that relieving teachers of non-teaching tasks where possible
would enable them to concentrate more on their teaching
means less leadership and
management in school systems. to provide exploration of dominant leadership strategies to
The authors of this article suggest that the benefits of give school leaders a solid basis in theory and practical
accepting effective leadership principles and styles in application. School leaders are encouraged to discover the
school management are immediate and real because most appropriate leadership strategy, or a combination of
effective leadership provides a number of key strategies that will best enable their school achieve results.
characteristics which have been proven to be of momentous Effective educational leadership style in school
worth: management is relatively fast, easy and cost effective if
 Effective educational leadership provides educational applied appropriately. The results of the effective
institutions with a holistic approach to coherently run educational leadership style applications are feasible for a
the affairs of school management; number of purposes, which include improve administrative
 Effective educational leadership styles must be based on performance, team-building, and enhanced individual and
objective criteria. However, the methods can be school innovation in teaching and learning.
defined to suit the circumstances of the particular
school.
 Effective educational leadership styles should be able to
provide a framework through which the essential part REFERENCES
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