Principal and Vice Principals Leadership Styles - Research Paper Example

Principal and Vice Principal’s Leadership Styles Introduction This literature review evaluates the Principal and Vice Principals’ leadership styles and the perception of staff regarding their effectiveness with a view towards school development in Matador High School. It focuses on leadership and how it works in the school, the extent to which gender influences the rudiments of effective leadership and management as well as an assessment of the meaningful approaches that can be engaged to further foster school improvement. The research is supported by various management concepts such as theories of educational management, leadership styles and types, leadership roles, gender in educational leadership as well as strategic management. Educational Management and Leadership Educational management can be described through the management and leadership theories. Bush (2003) identified various models that describe the two main theories. The management theory can be classified in to six models that include; formal, collegial, political, subjective, uncertainty, and cultural models. The six models that describe leadership theories in education management include; the moral model, contingency leadership, transactional and managerial leadership, the post-modern as well as participative leadership styles. The formal models describe a hierarchical arrangement in the management structure. In this model, the school heads treat the institution as a system where bureaucracy is maintained (Bush, 2002). There is a system of instruction which is usually top-down while reporting must follow the various ranks to the top. This model is evident in Matador High School. The principal is the overall head and the vice principal reports to him. The vice principal acts as a middle level manager in contemporary organizations, supervising the teaching staff, but he too has some lessons that he teaches. All teachers are accountable to the principle and have performance targets that are set for the accomplishment of the overall goal of the school. The formal management structure is matched with the managerial leadership of the principal. This is a leadership style where managers are focused on their purpose in helping the organization to accomplish their objectives. They ensure that all processes are accomplished according to plan and that every person is in the designated place at the right time (Cheng, 2002). Leadership in Matador was top down with the teachers being expected to behave and accomplish tasks according to the laid out procedures in the school. The principal ensured that all the resources needed for teaching were available and also ensuring effective correspondence with seniors on behalf of the staff. Managerial leadership style of the principal adversely affected the performance of teachers by requiring them to strictly adhere to procedures. They yearn for flexibility that would increase job satisfaction in the school. At least two teachers would seek transfers each year. The vice principle demonstrated collegial management whereby he assumed that success in the school could be accomplished when the teachers worked as a team. Sometimes he would spearhead open forums for teachers to discuss and raise opinions regarding the challenges encountered while accomplishing the day to day tasks. Collegial models of management are significant in the development of local policies by welcoming ideas from all participants (Cheng, 2002a). In Matador, collegial management presented the teachers with an opportunity to develop common strategies that helped to accomplish educational goals. This corresponded with the vice-principal’s participative leadership in which he actively participated in the decision making process regarding education matters in the school. According to Dressler (2001), participative leadership motivates the teachers to raise ideas and maintain innovativeness amongst them. This leadership style enhances commitment and performance among teachers in Schools (Cheng, 2002b). The two leaders exhibited some extent of similarity in their leadership styles in spite of the various differences. They fitted in the cultural model of management on account of maintaining the institutional culture. They promoted shared values and morals among teachers and students and also instilled in them a sense of belonging to the institution. This enhanced performance among the teachers and students especially by owning its educational goals. Applying the cultural model promotes morals in leadership whereby leaders enhance the maintenance of core values and professional ethics (Hallinger and Heck, 1999). Leadership Roles Leaders have the task of promoting a shared vision and ensure that their subordinates understand their ideas and manifestos. They are expected to provide direction and meaning for the future while challenging the existing expectations. Leaders in educational institutions have an obligation of setting standards and promoting inventiveness (Middlewood, 1998). They emphasize on quality to maintain a good image of the school. They promote shared values and ethics while upholding the organizational culture (Dimmock, 1999). The principal ensured that the school’s image remained desirable by enhancing shared values in the school. Once the teachers and students gain confidence regarding their common destiny, educational goals are accomplished. Leaders encourage their subordinates to maintain competence and strive to achieve the organizational objectives. Leaders communicate important issues affecting the subordinates and promote sanguinity concerning accomplishment of goals. They assist people to discover their talents and utilize them to the maximum while offering support to the weak. School leaders lead strong teams and energize them to form creative teams while leading by example (Hall, 1998). The vice principal’s participative leadership motivated the teachers to maintain high competence. Gender in Educational Leadership According to Samier (2002), gender differences affect the perception and values of leaders in education. Male and female teachers have been found to approach educational management and leadership differently, which is a significant factor that can have an impact on decisions, strategies and accomplishment of educational objectives. Blackman and Fenwick (2000) note that even though there is increased representation of women in school administration, the number of women holding leadership positions in education is still low. Despite the fact that women’s career choice is to a great extent in favour of teaching, their representation in leadership positions is disproportionate. Studies indicate that women are affected by a low opinion on themselves and therefore do not pursue leadership or administrative goals (Sanford and Madill, 2006). Lack of self confidence, leadership identity and self image inhibits their aspirations of becoming leaders. This can also be associated with the feeling of inferiority amongst men who are deemed to be born leaders by a greater part of the society. On the other hand, women have also been found to lack motivation for leadership positions. Their social responsibilities such as home making and taking care of children and husbands have also been found to be overwhelming for them to take up other challenging responsibilities. They also lack moral support and flexible work conditions that can allow them to accomplish a work-life balance. Stereotyping of the female role in the society is still common in many communities and it is also a major hindrance for women to aspire for leadership positions (Blackman and Fenwick, 2000). These hindrances should be addressed in all levels of leadership through empowerment of women and affirmative action to encourage gender equity in school leadership. Strategic Management and Meaningful Approaches Strategic human resource management should be employed in schools to ensure that experienced teachers are retained in the workforce. Flexible procedures need to be adopted to enhance satisfaction among the teaching fraternity (Earley, 1998). Training and development is also important to build the teachers’ capacity and also increase confidence while accomplishing tasks (Bush and Coleman, 2000). The school heads should learn the leadership skills that are important for managing people and leading strong teams. Diversity in school leadership is one of the major aspects of successful organizational culture and should also be enhanced in schools in terms of gender, culture and ethnicity among other differences in humans (Dimmock and Walker, 2005). Conclusion The formal model of management is exhibited by the principal of Matador High School. It is based on hierarchy and ranks in the educational management system. This model is associated with the managerial leadership style that the principal applies in the school. It leads to dissatisfaction among the teachers. The vice principal exhibits collegial management that is characterized by teamwork and all inclusive discussions on strategies. His management style corresponds to his participative leadership style. He motivates teachers to raise opinions regarding educational issues. Both the principal and the vice-principal apply the cultural model and promote morals and ethical standards in the school. Inclusion of women in educational leadership as well as strategies to promote satisfaction among teachers can improve school performance References Blackman, M. C., & Fenwick, L. T. (2000). “The principalship: Looking for leaders in a time of Change”. Education Week, 19(29), 46-68 Bush, T. (2002) ‘Educational Management: Theory and Practice’, in T. Bush and L. Bell (eds), The Principles and Practice of Educational Management, London: Paul Chapman Publishing. Bush, T. (2003). Theories of educational management: Third Edition. London: Sage Bush, T. and Coleman, M. (2000). Leadership and Strategic Management in Education, Sage Publications Ltd. Cheng, Y.C. (2002a) ‘Leadership and Strategy’, in T. Bush and L. Bell (eds), The Principles and Practice of Educational Management, London: Paul Chapman Publishing. Cheng, Y.C. (2002b) ‘Leadership and Strategy’, in T. Bush and L. Bell (eds), The Principles and Practice of Educational Management, London: Paul Chapman Publishing. Dimmock, C. (1999). “Principals and school restructuring: Conceptualising challenges as dilemmas”. Journal of Educational Administration, 37(5), 441-462. Dimmock, C., & Walker, A. (2005). Educational leadership: Culture and diversity. Thousands Oaks, CA: Sage Dressler, B. (2001). “Charter school leadership”. Education and Urban Society, 33(2), 170-185 Earley, P. (1998) ‘Middle Management- The Key to Organisational Success?’, in Middlewood, D. and Lumby, J. (eds.) Strategic Management in Schools and Colleges, London: Paul Chapman Publishing. Hall, V. (1998) ‘Strategic Leadership in Education: Becoming, Being, Doing’, in Middlewood, D. and Lumby, J. (eds.) Strategic Management in Schools and Colleges, London: Paul Chapman Publishing. Hallinger, P. And Heck, R. (1999) ‘Can Leadership Enhance School Effectiveness?’, in T. Bush, L. Bell, R. Bolam, R. Glatter, and P. Ribbins, (eds.) Educational Management: Redefining Theory Policy and Practice, London: Paul Chapman Publishing. Middlewood, D. (1998) ‘Strategic Management in Education: An Overview’, in Middlewood, D. and Lumby, J. (eds.) Strategic Management in Schools and Colleges, London: Paul Chapman Publishing. Samier, E. (2002), “Weber on education and its administration: prospects for leadership in a rationalised World”, Educational Management and Administration, 30(1), 27-45 Sanford, K. and Madill, L. (2006). “Leadership, gender & culture in education: male and female perspectives”, Journal of Educational Change, Vol. 7(4) pp 363-365 Read More