Education leaders note barriers to effective leadership with are unique to the educational setting. Politics and bureaucracy, fear of litigation, teacher unions and school boards are all noted by superintendents and principals as elements which hamper organizational excellence (Finn, 2002). In the same survey, leaders also noted a lack of freedom to accomplish managerial tasks, like hiring and firing or even rewarding outstanding performers. A review of job descriptions posted for superintendent and principal jobs across the United States demonstrates the wide variety of skill required for these positions. Samplings of descriptions include "experience as a principal"; "earned doctorate from an accredited institution"; there also exist a long list of complex organization and managerial tasks which accompany these basic requirements. As a result, the number of individuals completing Ed D. degrees has increased significantly. Research completed in 2007 (Baker, Orr and Young, 2007) reported the number of programs offering educational leadership doctoral programs increased by 48% between 1993 and 2003.

How should leadership preparation be managed? Bottoms and O'Neill (2001) reported that leaders should be evaluated primarily by impact on student achievement.

Proponents of standardized testing would seem to agree. A review of the literature on the connection between leadership practices and school conditions (Leithwood, Louis, Anderson, & Wahlstrom, 2004) showed a higher rate of teacher satisfaction in schools which had adopted policies meant to improve school leadership via leadership preparation standards. The No Child Left behind Act (NCLB) calls for the placement of highly effective principals in high poverty rate schools, with effectiveness rated by means of principals meeting state leadership preparation requirements.

Teacher satisfaction also serves as a good indicator of leadership effectiveness, within the constraints of the leader's power. Teacher job satisfaction and the degree to which teachers are engaged with students are important quality indicators, and noted by Bossert, Dwyer et. Al (1982) as predictors of both organizational commitment and teacher...

Teacher well being, as it relates to the work environment, is impacted significantly by job satisfaction or conversely, burnout. Teacher empowerment, or the perception of empowerment, is also positively associated with improved job satisfaction and student achievement, and are directly related to distributed leadership as well as leadership effectiveness.
From the data reviewed for this paper, it would appear that managers are appointed while effective leaders are made. Some managers may exhibit traits that increase likelihood of effective leadership but it possible for any manager to achieve leadership status, when given appropriate education and guidance of leadership skills. The application of leadership tools to the school setting appears to be inevitable with new requirements and expectations of our schools in the 21st century

Reference

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Kotter, JP. "What Leaders Really Do," in J.T. Wren (Ed.), the Leaders Companion, the Free Press, 1995, pp. 114-123.

Goffee R, Jones R. (2000) Why should anyone be led by you? Harv Bus Rev 5; 62-70

Finn, CE. (2002) Bureaucracy and school leadership - policy research organization Public Agenda survey on finding strong leaders for schools. Reason. Accessed online at http://findarticles.com/p/articles/mi_m1568/is_1_34/ai_84841777

Baker, B., Orr, M.T., & Young, M.D. (2007). Academic Drift, Institutional Production and Professional Distribution of Graduate Degrees in Educational Administration.

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A s, G., & O'Neill, K. (2001). Preparing a new breed of school principals: It's time for action. Atlanta: Southern Regional Education Board.

The Commission on No Child Left Behind (NCLB). (2007). Beyond NCLB: Fulfilling the Promise to Our Nation's Children. Aspen, CO: The Aspen Institute.

Bossert, S.T., Dwyer, D., Rowan, B., & Lee, G. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18, 34-64.