Trait Approach Researchers looked at distinctive intellectual and social traits of great leaders to assess what sets leaders apart from their employees (Northhouse, 2001:32; Reicher, Haslam, & Hopkins, 2005). The trait approach focused on the characteristics such as personality (dominance, emotional control, expressiveness, creativity and self-confidence), physical features (height, age and energy levels), acumen (knowledge, intelligence and fluency of speech), social (popularities and sociability) and job-related (desire to excel and persistence against obstacles) (Horner, 1997:270). The intention of the trait approach was to ultimately determine the unique traits which could serve as a template against which the leadership of a person can be assessed as well as give knowledge and understanding of the leader elements in the leadership process. A limitation of this theory is its long list of different leadership traits without clearly stating which of them are of higher importance. As a result, it was left to the perceivers’ subjective judgement to define who qualifies as effective
I was interested in this specialization because I felt that it will help me understand the complex nature of school organization as it plays a vital role in shaping one’s educational outcome and school as a whole influence the way in which our approaches to society are shaped based on the leadership and ideology the school follows. Sometimes these ideologies are so rigid that it requires good leadership that can help bring about the required transformation and change in the culture and practice of the schooling process which is not an individual act but a shared enterprise of the teachers, students and the community as a whole .I believe that leadership must encourage critical practices that
(McInerney, P. (2004). In her summary McInerney specifically refers to the work of Raewyn Connell, who investigated the concept of dominant cultural hegemony. Connell advocated for curricular justice and made a case for curriculum reform based on a redistributive approach to social justice. (Connell, R. (1993). McInerney stated that whole of school reform, reviews of curriculum and pedagogy, and responses to government policies were the most prevalent social justice strategies in the education-based social justice literature.
The second lesson is about the eternal dispute of whether a leader is born or made. I have concluded that it is a mixture of the two. On one hand, talents and innate character can help to reach a leading position. However, to be a good leader you need to develop emotional intelligence. In fact, this is what Daniel Goleman writes about in his article "What Makes a Leader".
Leaders are born with certain traits which make them leaders. Common believes were that “Leaders are born, not made” and leaders possess certain traits that make them leader. Traits can be personal characteristics, intelligence and ability, personality, social characteristics, work related characteristics, social background etc (MGMT623, Page 26) And the other is behavior theories. Dr. Rasheed Kusar (2002) discusses four main leader behavior studies. 1) University of Lowa studies – kurt lewin and associates studied three leadership styles: autocratic, democratic, and laissez faire.
(Fiedler, 1964) Contingency model of leadership effectiveness examined the relationship between personality characteristics and leadership. The model has three sections, identity leadership style, Identify the situation and finally to determine the most effective leadership style. The first part of the model identified the leadership style by using the LPC or the least preferred co- worker. This is a scaled self- report measure that would ask you to identify both the situation and the effectiveness of the co-worker. Results showed that a leading relationship- orientated leaders were effective in moderately favoured situations.
Helterbran (2014) stated that the principal is the key factor in determining if teacher leaders will become effective within the school. A school culture, orchestrated by the principal, which encourages teacher leaders is essential to the success of the leader. Demir (2015) states that developing that culture, “is one of the most challenging aspects in the implementation of teacher leadership” (p. 623). One way in which this could be accomplished is for the principal to be a supportive mentor and encourager to the teacher. “Barth (2001) noted that it is the expectation of a principal toward a teacher to be the leader; empowering teachers, assigning them responsibilities, encouraging their successes, and appreciated their successes are all extremely important” (as cited by Demir, 2015, p. 625).
A classroom with vibrant teachers, motivated students, and a genuinely engaging environment is the stepping stone for innovation. The classroom is where a student is meant to develop their curiosity about the world, as well as their willingness to make a change; it is where the youngest of our society are meant to acquire the knowledge that will be the basis for their future career paths and general competency as citizens of the world. Considering the shortcoming of the Georgian public school system, such as the memorization-based nature of the curriculum, the inadequate textbooks, and underenforced educational training, education is where I would fight for reforms. If I were given the opportunity to hold a leadership position and help my country, my position would be in the ministry of education where I would fight for the aforementioned reforms. My primary goals would be making strides towards updating the curriculum, improving nationally-used textbooks, and increasing the required qualifications for and the paychecks of teachers.
Currently, we are in the 21st century, the teachers we need must be able to nurture the 21st century learners. The V3SK focuses on three value paradigms: Student-centered, Teacher Identity and Service to the Profession and Community (NIE, 2009). Student-centered values put the student at the center of teachers’ work, calling awareness of learner development and diversity, believing that all youths can learn, caring for the student, striving for scholarship in content teaching, knowing how people learn best, and learning to design the best learning environment possible. Teacher identity values refer to having high standards and a strong drive to learn in view of the rapid changes in the educational situation, and being responsive to student needs.
Methods of teaching may be the most debated and upgraded term and function in the field of Applied Linguistics. The term " Teaching method" generally refers to principles , pedagogy , management strategies used for classroom instructions. The notion of teaching method has had a history in language teaching as it witnessed by the rise and fall of a variety of methods throughout the recent history of language teaching. ( Jack .C. Richards , Willy .A.Renandya , 2002) On the other hand teaching method is the way teacher adopts to transmit content to students is called a teaching method.