Fred Fiedler, Paul Hersey, and Ken Blanchard, Robert House 1960's Contingency Theories This theory argues that there is no single way of leading and that every leadership style should be based on certain situations. Max Weber, Bernard Bass,. 1970's Transactional leadership Theories This theory is characterized by a transaction made between the leader and the followers. This means, it values a positive and mutually beneficial relationship. James MacGregor Burns, Bernard M. Bass 1970's Transformational Leadership Theories The theory states that this process is by which a person interacts with others and is able to create a solid relationship that results in a high percentage of trust.
Leaders & The Leadership Process: Readings, Self-Assessments & Applications. (6th ed.). USA: McGraw-Hill. 3. There are multiple traits that leaders exhibit which differentiate them from non leaders.
Accordingly, the view that leaders are naturally born is shifted to the notion that leaders can learn and change their behavior to emulate effective leaders (Benson, 2008). Yukl, Gordon, and Taber (2002) identified three behavior categories that depict leaders: task behavior, relations behaviors, and change behaviors. Leaders who display task behaviors develop schedules, provide short-term planning, and monitor unit activities. Relations-oriented leaders demonstrate certain levels of effort to establish and maintain employee relationships (Kilburn & Gates, 2010). Change-oriented leaders encourage creative ideas by seeking improvements (Yukl et al.,
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
Within education, professional learners often rely on the leader to provide a framework and establish an environment conducive to a high level of intensity. Teachers within professional learning communities rely on leaders to help plan timetables, provide additional resources, and locate expert connections to support professional learning. It is in these way that servant-leaders are serving individual teachers and groups of teacher ongoing. One can also assume that through professional learning, servant-leaders in education will be equally concerned with serving students. Robinson (2011) confirms that through leading professional learning, student achievement will be significantly impacted (p.8-9).
Leadership is regarded as a position and role of an individual who directs or influences a group of people to accomplish their mission, to inspire commitments and improve the organization. Jago, (1982) opines that a Leader is made and not born. Leadership Theories Leaders can express their authority in diverse ways. However, Hersey & Blanchard (1969) are of the view that there is no single best style of leadership and that a leader cannot rely on a single management style to fit in all conditions.
Ishak and Nor Asikin (2003) stated, principals play a vital role in creating an organization whereby there is the continious learning of new skills and knowledge to be able to cope with changes and to meet its goals. Further, the role of schools can only be furthered if principals are committed to transfor their school into better learning organisation (Hamzah, et.al., 2011). Background of the problem In the field of education, excellence and responsiveness are fundamental. Since principals are a key element to school effectiveness, a complete understanding of the impact of their behaviour on a multitude of variables is necessary (Amoroso, 2002). In addition to leadership style, employees satisfaction and commitment towards the organisation is equally important.
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
(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.
Taking the functionalist view Durkheim believed that harmony as opposed to conflict defined society. He saw conflict as abnormal or pathological and believed that solidarity was the normal condition of society. To this end he believed that ideally people would succeed in the workplace based on merit alone and assume roles which compliment their natural abilities. The following paper will look to challenge Durkheim’s unique perspective and outdated idealisms. It cannot be denied that of the three founding fathers of Sociology, Durkheim’s name appears with vastly less frequency in the literature of modern sociology.
According to Wiedmer (2015) “Traditionalists generally prefer to work in conservative, hierarchical places where there is a clear chain of command top-down. The Baby Boomers was born in 1946-1964, and they were raised during the era of JFK and MLK. According to Gibaldi (2013) “Boomers want to work, be engaged, and be productive” (p. 51). Crumpacker and Crumpacker (2007) believe “Boomers are viewed as consensus seekers who are competitive micromanagers and possess a moderate level of disrespect for authority and, above all else, approach work with a “do whatever it takes” mentality” (p. 354). On the other hand, Generation Xer’s were born in