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Leadership style being employed in the case study covering the City Academy Bristol is what some experts might call participative and/or collaborative leadership. A collaborative leadership style allows for all participants to have a voice, and in this case study, the students are asked to assume the role of leader and participant while engaging in activities that call for collaboration, and participation. As one recent study determined "collaborative leadership practices that involve employees in workplace decision-making have been shown to increase commitment" (Steinheider, Wuestewald, 2008, p. 145), and in this study increasing the commitment level of all the stakeholders (including; students, teachers, administrators and parents) is one of the primary goals of the study.
One of the benefits derived from a collaborative leadership style is that it fosters creativity. Students (and other participants) are often called upon to work together and become highly engaged in projects and the decision-making...
Another benefit to collaborative leadership is that it can be used quite effectively in the educational arena. Students (who are for the most part naturally curious anyway) feel a sense of control that they might not otherwise feel in a classroom environment. The students may also feel a higher sense of motivation because their input is being valued. Additionally, student's skills may actually develop at a quicker pace, because of the collaboration. The collaborative leadership approach can be quite successful when employed in educational endeavors, especially when learning is the goal as compared to productivity.
A recent study found that there is a strong support for the use of collaborative leadership in schools. The study found that there was support for "the prevailing view that collaborative school leadership can positively impact student learning in reading and math through building the school's capacity for academic improvement" (Hallingera, Heck, 2010, p. 96). An…
References
Hallingera, P. & Heck, R.H.; (2010) Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning, School Leadership & Management, Vol. 30, Issue 2, pp. 95 -- 110
Steinheider, B. & Wuestewald, T.; (2008) From the bottom-up: Sharing leadership in a police agency, Police Practice & Research, Vol. 9, Issue 2, pp. 145 -- 163
Leadership, Business and Rhetoric (Perception of Leadership Styles and Trust across Cultures and Gender) I agree with most of the author's findings especially those that relate to gender, culture, trust and likelihood of voting influenced the outcome of the Democratic Party primaries in 2008. This was prominently displayed from the numerical display of predictable voting patterns in some states and these states had predominant cultures and races that made it possible
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Therefore, culturally endorsed leadership theory may require some degree of code-switching (employing different languages or emphasizing and de-emphasizing certain cultural elements) on the part of leaders in order to maintain the balance of general attributes associated with positive leadership. In general, however, there is less of a reliance on the leader as an individual in this type of organizational leadership style, and more of a reliance on universally perceived
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In recent years, many researchers have been attracted by the topic of emotional intelligence (EI) and leadership style. Their interest in the area is based on claims that effective leadership style and Emotional Intelligence are linked. Therefore, the purpose of this research is to examine the relationship between Emotional Intelligence and leadership style giving emphasis to transformational in organizations and countries by incorporating the concept of organizational culture. The future