Leadership styles in classroom management

The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories. Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations. Leadership is the most talked and written about subject in various disciplines such as History, Sociology, Psychology, Religion and Educational Management Kandula, Organization whether globalized or local needs leadership. Leadership is fundamental to the organizational survival and strategic imperative to its success. The head teacher is the pivot around which many aspects of the school revolve, being the person in charge of every detail of running the school.

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Leadership styles in classroom management

Content:

• Teacher Leadership Style: A Classroom‐level Study
• Types of Leadership in School Administration
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• Which of the 4 Different Types of Classroom Management Styles is Best?
• Exploring Classroom Management Styles
• 6 Paths to Better Leadership
• Leadership Styles in Education
• Styles of school leadership
• Classroom Management – Becoming A Better Leader For Learning
• Kuramsal Eğitimbilim Dergisi

Teacher Leadership Style: A Classroom‐level Study

Leave your details and we will call you back with information on your preferred program. By submitting this form you agree to be contacted by ECU Online regarding furthering your education. Privacy Statement. Leadership in education can play an integral role in creating a positive school culture. It can also influence student learning and achievement. Effective school leadership is increasingly viewed as the key to far-reaching education transformation.

With the right leadership approach, education heads can turn an average school into a successful one. Here are effective leadership styles in education that will prepare you to lead for impact. The OECD report, Improving School Leadership suggests that effective school management generally comes from engagement in instructional leadership.

This coaching style of leadership concentrates on student learning outcomes by improving teaching quality. To realise this goal, school leaders adopt the responsibility for the professional development of teachers. Instructional leadership involves the practice of planning, evaluation, coordination and improvement of teaching and learning. Working directly with teachers, instructional leaders evaluate teacher performance and help advance their skills through mentoring and coaching.

This pursuit to improve learning within the school community requires leaders to have an in-depth understanding of pedagogy and practice themselves. Taking a collaborative approach, transformational leaders empower their school teams to have a say in decision-making processes and enable collective goal-setting. Through role modelling, these leaders create a culture of innovation and improvement and a shared sense of purpose.

This sets the foundations for growth and success. Transformational leaders are able to influence school outcomes by outlining high-performance expectations, developing people through individual support, building productive relationships and providing instructional support. According to researcher Bernard Bass, the four attributes of transformational leadership are defined as idealised influence, inspirational motivation, intellectual stimulation and individualised consideration.

Transformational leaders instil trust, admiration, loyalty and respect — which inspires teacher motivation, morale and performance. This gives them the ability to energise their teams and drive successes.

Studies have shown that transformational leadership has a direct impact on teacher performance, with teachers willingly taking steps to improve their classroom practice. The findings also show that transformational leadership increases teacher job satisfaction and strengthens their commitment to professional growth. The result is improved student outcomes and lasting progress across the school system. This type of leadership is about facilitating the learning process, rather than directing it.

At the core of the constructivist approach is that learners control their own learning , not teachers. Acknowledging that every learner understands, processes and gives meaning to lessons through their own reality, constructivism places a priority on customised teaching approaches that take into consideration individual learning needs. School leaders who embrace the constructivist model shift the focus within their school, from knowledge as a product to knowing as a process. The purpose of reflection is to challenge previous assumptions about teaching and learning and to rethink and reframe student participation.

Constructivist leadership is about immersing teachers in a culture of learning and enabling them to take risks. This participatory style of leadership pushes the ego aside and considers the needs of others, rather than focus on self-interest. These leaders instil the desire for improvement while maintaining a focus on both results and relationships.

The former president of the Robert K. Greenleaf Center for Servant Leadership identified the ten characteristics of servant leaders as: listening, empathy, healing, awareness, persuasion, conceptualisation, foresight, stewardship, commitment to the growth of people, and building community. Servant leaders are able to cultivate high-performance teachers by removing barriers, providing resources and opening communication channels with the whole school community.

Sharing the power in decision-making, servant leaders motivate and persuade their school community to fulfil their long-standing vision. Research shows that in the long-term servant leadership creates a positive and productive school environment. Strategic leadership is based on long-range planning. Through analysis, evaluation and monitoring, strategic leaders assess current school performance and take the necessary steps to improve future results. These leaders not only set the direction of the school by having an organisational vision, they create frameworks, set up interventions, allocate resources and maintain systems for reforms to take place.

There are seven guiding principles of strategic leaders. Rather than focussing on day-to-day issues, strategic leaders are future-orientated and prepare for an uncertain destiny. These leaders base their decisions on evidence and research. Strategic leaders invest in partnerships across the school community and use the power of collective thinking to build a values-based school were transparency, ethics and accountability are the cornerstones of their leadership.

Studies show that using strategy as a tool to manage an educational organisation is at the heart of developing successful schools in the long term. Aligning organisational structures, processes, culture and people behind a strategic focus is critical to this success. Great school leadership is the bedrock for great schools.

Evidence suggests that effective leadership is essential to creating a learning environment where every student has access to high-quality education. Teachers who pursue postgraduate education in leadership will be able to support effective teaching and learning strategies, keep pace with transformation across the education industry and inject new thinking into schools.

ECU acknowledges and respects the Noongar people as the traditional custodians of the land on which our campuses are located. If you have not studied Psychology before, you may be interested in our Online Accelerated Graduate Diploma of Psychology. Skip to main content. Download a course guide Request a call-back Leave your details and we will call you back with information on your preferred program. Fees Units of study Entry requirements Online structure.

First Name. Last Name. Are you a qualified teacher Are you a qualified teacher? Yes No. Do you have an undergraduate or postgraduate degree in psychology? Next Step 1 2 3 All fields required. Reason for enquiry — Select one — Researching options Looking for more information Need advice or assistance Ready to enrol Other.

Relevant work experience — Select one — Less than 5 years Between 5 - 9 years More than 10 years. Download 1 2 3 All fields required. Leading Education. Instructional leadership The OECD report, Improving School Leadership suggests that effective school management generally comes from engagement in instructional leadership.

Transformational leadership Taking a collaborative approach, transformational leaders empower their school teams to have a say in decision-making processes and enable collective goal-setting.

Constructivist leadership This type of leadership is about facilitating the learning process, rather than directing it. Servant leadership This participatory style of leadership pushes the ego aside and considers the needs of others, rather than focus on self-interest. Strategic leadership Strategic leadership is based on long-range planning. Why does leadership matter? Early Childhood. In a time of unprecedented technological change, does the current education system future-proof students?

We look at one response to this fast-paced time: global education. Early Childhood Education. You must be a Qualified Teacher to be eligible for this course.

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Types of Leadership in School Administration

This paper examines leadership styles of secondary school principals in Cameroon, in terms of transformational, transactional, and laissez-faire leadership styles. This paper discusses the leadership styles in Cameroon and puts forward ideas for continuous improvement. A qualitative approach, using a semistructured interview, was adopted. It was conducted on ten principals, ten teachers, and ten students.

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A principal's role in school is very important in maintaining or diminishing teacher efficacy. Henceforth this study was conducted with the aim to examine the relationship between school leadership style and teacher efficacy especially in the remote or rural secondary schools in Sri A man district, Sarawak, Malaysia. The descriptive correlative study involved teachers from one of the secondary schools in Sri Aman district, Sarawak, Malaysia. The overall reliability for MLQ was established at 0. The findings revealed that teachers favored transformational leadership style and the least was laissez-faire leadership style. Findings also indicated that there was no significant difference among the three leadership style on the efficacy scale. However, there was a significant difference on classroom management and instructional strategies in leadership style. The findings also indicated that there was no clear relationship emerged from teachers' view between high efficacy and low efficacy teacher groups on the efficacy scales of student engagement or instructional strategy.

Which of the 4 Different Types of Classroom Management Styles is Best?

Terry Franklin , Fayetteville State University. The purpose of this study was threefold. The primary purpose was to determine the readiness levels of public school teachers at the elementary, middle and high school levels for the tasks in which teachers are required to perform: a management of instructional time, b management of student behavior, c instructional presentation, d facilitating instruction, e interacting within the educational environment, f performing non-instructional duties, g instructional monitoring of student performance, and h instructional feedback. The second purpose was to identify the preferred leadership styles of school principals—directing, guiding, supporting, and delegating. The third purpose of the study was to determine if there was a relationship between teacher readiness levels and years of teaching experience.

Exploring Classroom Management Styles

Classroom management is often referred to as the first aspect of teaching that an educator must grasp in order to deliver the best, most effective instruction. Every teacher is held to the same standard for teaching the curriculum and keeping students safe. However, teachers have differing styles through which they use to obtain these standards. There are four styles of classroom management: authoritarian, authoritative, permissive, and indulgent. They range from the teacher having very strong control and less student involvement to the teacher having less control and more student involvement.

6 Paths to Better Leadership

Leadership means having the ability to efficiently and effectively guide an individual or group of individuals through one or more missions Johnson, According to McGregor, thoughts of leaders about human behaviours can be separated into two opposite approaches called X and Y theory. Autocratic teachers give orders to their students and expect them to obey the rules. On the other side democratic teachers encourage their students to participate in the process of making decision Koontz, Development of teacher behaviors within classroom scale: validity and reliability analysis. Education Administration in Theory and Practice. Deniz, L.

Leadership Styles in Education

Is democracy the best way to respond to the challenges facing our society? Or are there better alternatives? The controversy about this issue has been with us from ancient times to the present. What applies to society, also applies to schools.

Styles of school leadership

Ahmed Awad Amin Mahmoud Raba. Its main purpose is to determine the relationship of attitudes and behaviors, as well as other study variables such as gender and academic qualification, to classroom management for newly appointed teachers. To achieve this, the researcher used a item questionnaire distributed among a sample of 30 male and female teachers randomly selected from a cohort of of newly appointed teachers in the West Bank governorate of Qabatia. The study was conducted during the first semester of the scholastic year —

Classroom Management – Becoming A Better Leader For Learning

This is to be expected, as no one leadership style or theory can work in isolation, and no leader can align with one style to utilize in all situations. Servant leadership has become a common term among educational and business leaders over the past decade. The term, however, was first created in Robert K. In his essay, he states:. The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types.

Kuramsal Eğitimbilim Dergisi

Leadership is not a medal, nor a position, nor a hierarchy. It is a dynamic process that sets in motion people who assume responsibilities, members of a group who are challenged and mobilised, and causes that are worth striving for. When it comes to schools, leadership must include direction where to go , planning how to get there and emotion a desire to do so. What leadership models are valid in the educational field?