Creative Leadership and Management in International Schools - Essay Example

Creative Leadership and Management in International Schools Globalization has brought increasing competition among various organizations, therefore in order to survive and thrive, workers need to be creative and innovative in developing products. The onus of training young minds to function effectively in a global, competitive environment falls upon schools, particularly in international schools where global understanding and communications can be fostered. By encouraging educators to develop a global perspective and improve their interactions with other cultures, the foundation is laid for improved professional growth to enhance their skills as educators. In the sphere of education, globalization has brought forth a more open and diverse society where each individual has the opportunity to forge his/her own social identity and fashion priorities and policies; therefore the challenge of imparting education to harnass the talents of students calls for innovative and creative leadership and management in international schools. (Bentley 2002). As education is becoming increasingly test driven and performance oriented, there is a general fear that the value of education and learning for its own sake will be undermined (Bentley 2002). Moreover, there are certain aspects that cannot be tested, such as the ability to learn or even plain common sense. (Nagel 2001). Hence, the field of education, especially in international schools calls for enhanced creativity, dynamic leadership and effective management in schools, to foster the skill, talents and creativity of students. The purpose of this research effort is to explore the possibility that a relationship exists between creativity and leadership, especially in so far as educators of international schools are concerned. The need to address educational issues in the context of globalization appears to require that principals exert their creativity and innovation in developing effectiveness in education. What is Creativity? Creativity requires the application of existing knowledge in new ways, so that enhanced outcomes will result. Creativity is prized because it aids in the creation of value in a knowledge based economy. Creativity is a subjective measure whose outward manifestation is the enhancement of any aspect of an administrative function. Creativity has been defined as the “ability of a person to be flexible, muster initiative and achieve a goal with what is at hand (Bennet 213). It is the “how of doing things” (Calumpang, P. 12). Weigold (2002) defines creativity as “one of the most natural ways of learning” by “messing about until a solution or invention is found.” (p.240). When applied from a teacher training perspective, Cohen (2002) makes an important distinction between creative work as an end in itself vis a vis creative work that is a means to teach others skills or concepts ( p 235). William Dagett(2005) identifies four mega trends that have called for radical reform and revamping of educator leadership in order to generate skilled student output from schools. They are (a) global connectivity, which is information based and has accelerated development in Asian countries (b)changing demographics and the ageing population (c) growth of technology requiring innovative training practices and a revamping of traditional modes of education and (d) Changing values, which call for revised educational strategies. The importance of effective leadership: Leadership is not an overnight event, and certainly not an inherited trait (Maxwell Introduction). James C. Georges, of the ParTraining Corporation defined leadership as “the ability to obtain followers” (Maxwell 1). According to Dr. Edmonds, a leading researcher in school reform, a strong administrative leadership is one of the most important characteristics of successful schools.(Edmonds 1981). Strong leadership was also identified as one of the eight characteristics of successful schools by Schreens and Bosker (1997). An analysis of the most successful schools in the United States was recently conducted through financial assistance from the Bill and Melinda Gates Foundation, which identified the fact that administrators in successful schools share an unrelenting commitment to excellence for all students and have developed a high quality curriculum coupled with strong leadership skills. Therefore, the role of leadership and creativity both appear to be significant factors in contributing to success of schools and may be relevant especially in international schools where creativity will have to be exercised in the development of a curriculum that helps students to interact in a global environment. The inter-relation between creativity and leadership in international schools: Leadership is often confused with management, but the factor that assumes importance when considered from the perspective of leadership for international schools, is that of creativity. A creative leader analyzes a current situation, identifies the loopholes and then thinks out of the box to bring out a change, thereby eschewing traditional methods and incorporating creativity into decision making, which permanently solves the problems. As the world becomes a global village and current environment becomes competitive, only innovative and creative ideas standout to make their mark among the rest. As Tannebaum, Weschler, & Massarik (1961) put it, the word leadership means more than “an interpersonal influence, exercised in situations and directed through the communication process, toward the attainment of specific goal or goals”. Katz and Kahn (1966) similarly identified creative leadership as something beyond “any act of influences on a matter of organizational relevance”. International schools are unlike traditional schools in that they consist of a diverse global student body, one that is constantly in a change of flux. According to Schaetti (1996), student mobility in international schools may be up to 30% of the student population at any given time. This aspect presents a challenge for educators in the impact student mobility has on the learning environment, therefore necessitating new and innovative measures to cope with educational issues that are unique to international schools. The lack of involvement can be a factor that deters educational progress in international schools and educators have to devise creative ways to stimulate and maintain student interest and involvement in their education. Another challenge that is presented in an international school is the fact that one standard curriculum cannot be effectively administered for a diverse student population and there is the need to address global cultural and social issues within an educational environment. Therefore, leadership in international schools must incorporate creativity and innovation in order to ensure the success of the schools. Principals in international schools need to be prepared to face a wide variety of challenges that are not common to normal schools, and need to foster intercultural understanding which is of paramount importance in the globalized world village.. Some creative traits are a very important part of leadership and should therefore be considered for the future training of Principals of International schools. These traits need to be demonstrated by them to become effective in achieving their goals (Bleedorn 1986). In the past, not many researchers have delved in the thought of combining these concepts of creativity and leadership (Norris, 1990). But the importance of imbuing educators with creativity and innovation in their approaches is increasingly being recognized. For example, the Fulbright Hays Educator program aims to provide overseas opportunities for American educators in order to promote their understanding of other cultures and make them more creative and responsive to the needs of a multi cultural American society (OPE). A group overseas learning project for educators organized in 2002 in Nicaragua under the Fulbright Hays Group projects abroad resulted in creative development of curricula for U.S. schools, incorporating material for Latin American studies in a meaningful fashion for American students. According to Len Donaldson, a History teacher who was part of the program, the experience “changed in very subtle but significant ways, how we hear the world’s peoples and cultures.” In a rapidly changing global scenario, it is vital for principals in international schools to be receptive to different cultures and peoples, and the differing needs among students who are from different backgrounds. Additionally, the transitional element of student mobility requires educators to respond to the challenge of retaining student interest and building excellence within a shorter time frame than that which is available to other educators. Therefore, effective programs can be developed by international schools only if the principals are flexible and creative in designing curricula and managing the school administration and learning environment to foster excellence in students. In some instances, it may mean that principals have to be receptive to good suggestions from subordinates or other educators in order to set realistic goals that can be achieved. On the basis of the above, it can thus be concluded that effective Principals should orient their respective schools by demonstrating creativity in showing their passion for work, leading by innovative examples, independence, goal setting and making sure they are realistic and eventually achieved, demonstrating originality and possessing the flexibility to listen to their subordinates or other staff members (even students for creative ideas), and to have a wide range of interests to facilitate a flow of ideas from different angles, intelligence and motivation. (MacKinnon 1962). In order to respond to the challenges of the global environment, it is vital that principals, as leaders of their institutions, develop flexibility in their approach. Traditional methods and conventional approaches may not be effective in a globally competitive environment and heads of international educational institutions can address these problems only if they incorporate creativity and innovation into their approach to the problems presented in the sphere of modern day education. Traits required by effective principals: The areas which will be explored and are deemed as major traits for a creative leader in international schools are: I. Passion for Work: Hard work is the key factor. A hard working principal will not only be more effective in accomplishing his/her goals but is also likely to inspire and motivate others to be similarly hardworking. Principals of international schools need to exhibit this trait in order to be an effective leader. Effective principals should be committed to working very hard, since hard working persons are frequently committed to things they believe in and are persistent in completing a task. In the sphere of education in particular, persistence is vital before accomplishment can be achieved. Persistence equals passion, because the effective principal frequently refuses to put an idea aside until it is satisfactorily resolved. The effective principal should talk earnestly about the importance of work, which suggests responsibility is not just the organizational goal but also the leaders direction for the organization. Through practicing and preaching a motto of hard work and perseverance, a principal can be an effective role model for others to follow. Responsibility is the outward expression of what the principal wants for the organization and all its members. Effective leaders should be strong champions of the mission of the organization and pursue their responsibility to the organization with energy and passion. Their commitment to hard work should be unwavering and steadfast. II. Independence: Effective principals of international schools should perceive themselves as sometimes independent in thought and action. A principal who does not have the courage to exercise independence in discretion and decision making is not likely to cope effectively with the challenges of the international school environment, but will stagnate through a too-rigid adherence to administrative rules and regulations set out by higher authorities. This suggests that the effective leader is employee-centered. The effective principal, however, should take action to find solutions to problems sometimes preferring to find solutions to problems using a non-conforming method. Using non-conformity to solve a problem indicates an individual and independent style to finding solutions to problems and listens to constructive criticism; however, she would rather think things through independently and take singular action to solve problems. III. Goal Setting: Effective principals of international schools should perceive themselves as exhibiting the ability to set realistic goals. They need to examine the problems and circumstances that exist and exercise wisdom and foresight in establishing goals for the future, goals that can be achieved within a realistic time frame and within the resources that are available to the institution. They should be concerned about what others might say about their efforts indicating that effective principals should have a clear vision about their purposes and take effective steps to ensure that the goals they set in accordance with their purposes are met. IV. Originality: Effective principals of international schools should perceive themselves as exhibiting the trait of originality, exercising a special drive to be original, and preferring to try unique solutions to problems (Barron 1955). Effective principals should not be satisfied with lukewarm solutions or solutions that have not been proved to be conclusively beneficial, rather they should be satisfied only with original solutions that encourage new and different ways to get things done. They should frequently seek out people who come up with new ways to get things done. This self description of "frequently" relying on originality to solve a problem suggests the effective principal utilizes unconventional solutions to problems (Amabile 1979). In an environment that is constantly being subjected to changes, the inability to derive original solutions is unlikely to be an effective means of coping with a problem or generating the desired results. V. Flexibility: This trait is particularly required in finding answers to a problem to determine the best solution. Flexibility in problem solving generates a range of ideas suggesting variety rather than quantity. Thus, the effective principal should frequently have categories of solutions from which she could select the best one. Playing with ideas, and fooling around with a range of notions, generates unique solutions. With a variety of problem-solving ideas from which to choose to solve a problem, the effective principal should be more adaptable to change. In order to exercise such flexibility, it is necessary for a principal to possess an open mind and to be willing to experiment with new and untried solutions to a problem. VI. Wide Range of Interests: Speculating on ways to solve problems, considering alternative solutions before deciding alternatives are not acceptable, and finding as many solutions as possible to problems are all characteristic of using a wide range of interests to solve a problem. A principal who is well read and well informed is likely to be in a position where he/she can make intelligent decisions that are well founded in fact rather than being equivalent to floundering about in the dark. VII. Intelligence: As in the previous trait, principals should perceive themselves exhibiting this trait frequently. Playing with ideas allows the best solution to emerge and then critically analyzing the solution suggests intellectual work (Barron & Harrington 1981). A principal must be intelligent enough to analyze and derive solutions to problems and objectives. The ability to analyze and reason, to think critically and to arrive at effective solutions are all a function of intelligence and will aid considerably in effective leadership for an international school. VIII. Motivation: Effective principals should perceive themselves as exhibiting this trait frequently, accompanied by high levels of self-confidence, especially when considering the most likely reaction to a novel solution to a problem. A highly motivated principal will possess the zeal, determination and drive to ensure that an objective that has been framed will be achieved accordingly. The reactions of others to a novel tack are, of course, often negative. However, a principal cannot be deterred by the negative reactions of others and will need a high degree of self confidence and motivation to enforce the novel solution that has been developed. No principal who lacks confidence would produce a novel solution. Effective principals should express their opinions strongly and push themselves and others toward the realization of the leader’s views. They should not only be motivated themselves, but should be able to motivate and persuade others to adopt the solutions that they suggest. Purpose of this research study: This exploratory research study will investigate the possibility that a relationship can be established and supported between creativity and change leadership by determining the levels of use of selected creativity traits as they relate to the variables under study (Brewer & Hunter 1989) and if a relationship exists, whether it could be developed as a concrete measure in formulating criteria for selection and development of educational leaders in international schools (MacKinnon 1962). Furthermore, if the study establishes a relationship between creativity and change leadership, then results should support the conclusion that emphasis on creativity will bring about positive changes in management in educational institutions, particularly those adopting traditional teaching management strategies. Past works on teaching management strategies have explored the possibility of incorporating creativity as one of the measures determining the effectiveness of teaching leadership. First, this study wishes to establish the core competencies of an international school. According to MacPhary, G.B. (2000), “the basic competencies of an international school borders on enhancing the cultural differences of each child through standardized teaching, creating an effective avenue of expression and a balanced variety of curricular and extracurricular learning-related activities that would give the students the best understanding of the various observable differences around them and effecting a learning pattern that conforms with standards of nations around the world (211).” In order to study related literature relevant to the issue at hand, it must be established that an International School attracts and most likely embraces children from different nations, races, cultures and adheres to a standard that is higher than a local learning institution. Thus, the leader of an international learning institution not only faces administration or leadership concerns and responsibilities, but other considerations such as those mentioned above – not only with students but teachers as well. In related studies, creativity and change leadership in primary schools is inevitable. “Education is fast changing, cultures evolving and learning trends adapt to the change of times (Bennet 121).” However, a number of factors are necessary in order to fully integrate this strategy. First, the leader has to acknowledge the power of adaptability. “Adaptability is an ally of change and creativity in administering creative strategies in running a primary institution (Napao 166).” In his dissertation, “Quantitative Determinants of Effective Leadership in Non-standard Primary Schools” (1998), L. Napao commented that should there be no efforts made to adapt to prevailing trends because basic education in mixed-cultured, mixed-intelligence and mixed-standard learning institutions will never be effective in achieving the projected competency goals (312). E. Calumpang, conforms in her dissertation, “Identifying the relationships of achieving primary school competencies and traditional leadership: a guide to dissecting the disparity in traditional leadership in mixed-intelligence institutions,” by suggesting that the type of academic leadership currently in existence is still predominantly traditional. A. Ghent (2002), in a related study (Traditional Leadership vs. Modern Leadership: A discussion into the types of leaderships in learning institutions), suggested that, “there must be a sense of leadership freedom and non-conformity to traditional rules in managing mixed-culture classes. Administrators or deans have to be creative in their approaches to motivating teachers and thus effecting the same motivational change in students (97).” To confirm this, J. Bennet, in her dissertation on “Mixed Races, mixed intelligences, mixed learning strategies (2003),” points out that the variants in learning factors in international school-types of learning institutions are large compared to local schools, thus traditional leadership will be inadequate, without creativity and initiative. Following the previously-mentioned factors pointing to the importance of affecting a change in leadership or management in terms of creativity in international schools, the following have been identified as fundamental in affecting the said change. The main goal of a change in leadership style in the mixed-culture, mixed-intelligence learning institution must be to have an increased level of motivation within the instructors (Bennet 151). Optimum teaching strategies are observed when the atmosphere for learning on two levels: the instructor and the students, are open and creative (Calumpang, E. 198). In the table below, E. Calumpang illustrates the results of her study relevant to using creativity in leadership strategy: Table 1.3. Observable Performance Ratings in Teachers in Traditional Learning Setting vs. Non-traditional Learning Setting With the data presented above, it may be observed that creativity is a necessary change in the trend in educational leadership these days. Further arguments in support of creativity have been proferred by Bleedorn (1986) who suggests that development of creative potential is vital if leaders are to function effectively in the future. Creativity is also an essential component in the gifted child’s educational program and would also be a desirable problem solving skill for the educational leader in an International school. Complex issues confronting current school leaders require leadership marked by high levels of creativity. With the rapidly changing and increasingly complex educational challenges of today it is time to find out if effective leaders share creative traits and use them to accomplish their tasks. (Tannenbaum, Weschler & Massarik 1961). This may be helpful in establishing standards for leadership and management that are responsive to modern day challenges. Creative leaders are also enthusiastic about their ideas. By setting an example of enthusiasm for ideas (Shouksmith 1970) the creative leaders, who maybe part of any organization, may alter the behavior of others, thereby motivating them. Success for any effective leader is defined as taking charge of ones actions, and by those actions to motivate others to do something that has not been done before, thereby introducing a creative solution (MacKinnon 1960). Taking action may even assist in accomplishing goals that have never been well defined, yet are achievable through the input of creativity in action and decision making.. Thus the strategic function of principals of International Schools, then, is to enhance motivation and performance in the faculty and students through initiating creative actions and solutions to current problems. This is particularly relevant in a non traditional setting like an international school. Thus it can be concluded that effective Principals should orient their respective schools by demonstrating creativity traits such as showing their passion for work, leading by innovative examples, demonstrating independence, goal setting and making sure they are achievable and eventually achieved, originality, flexibility to listen to their subordinates or other staff members (even students for creative ideas), wide range of interests to have a flow of ideas from different angles, intelligence and motivation. (MacKinnon 1962). References: Amabile, T. M. “Effects of external evaluation on artistic creativity”. Journal of Personality and Social Psychology. Barron, F. 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Wiegold, Peter. Creative Postlude In Sullivan, Timothy and Winningham, Lee (2002) Creativity and Music Education Toronto: Canadian Music Authors Association, pp 240 Read More