Teacher leadership through situational, transformational, and shared leadership models

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Teacher Leadership Teacher leadership is one of the emerging concepts in modern educational field because of the evolution of the modern school setting. This term refers to the simultaneous administrative roles and classroom educator roles that teachers play in the modern school environment. The emergence of this concept in the modern educational environment is attributable to the fact that teachers are increasingly assuming roles that are beyond the classroom environment. The concept of teacher leadership is supported by various leadership theories and models that help educators to establish safe learning environments for all students. This paper focuses on examining three leadership theories/models and they relate to community and leadership. This analysis will also incorporate a discussion of leadership theories/models that characterize my school setting today. Leadership Theories/Models As previously indicated, the concept of teacher leadership is supported by several leadership theories/models. Some major examples of the relevant leadership theories or models in teacher leadership include Situational Leadership Theory, Transformational Leadership Theory, and shared leadership model. These different leadership theories or models were established on the premise that there are different perspectives on leadership that are applicable in and suitable for different situations. Despite the differences in leadership theories or models, leadership is one of the sub-functions that are conducted in an organization towards the achievement of preferred goals (Bess & Goldman, 2001). Situational Leadership Theory is a theory that focuses on the behavior of leaders as they try to adapt themselves into different perceived conditions and challenges they encounter (Bess & Goldman, 2001). This theory is based on the belief that different situations/challenges require different leadership approaches since certain leader behaviors are more effective in certain situations than others (Johns & Moser, 2001). Situational Leadership Theory is based on two approaches including the assumption that leaders are capable of modifying their behaviors depending on the situation at hand. Secondly, the theory is also based on the belief that there are severe limitations on the probability of modification of leader behavior depending on the context. On the contrary, Transformational Leadership Theory postulates that leaders have the ability to elevate/empower their followers to certain ideological underpinnings, frames of reference, and attitudes beyond the need to meet certain performance expectations (Bess & Goldman, 2001). This theory is based on four major components i.e. idealized influence or charismatic leadership, intellectual stimulation, inspirational motivation, and individual consideration (Bass & Steidlmeiera, 1999). Since transformational theory is compelling and evocative, it implies that leaders using this approach transform or contribute to change in individuals and/or organizations. Shared leadership model is a leadership approach that emphasizes and focuses on collaboration or collective responsibility in leadership practices. This approach is based on the concept of mutual leadership in groups towards the accomplishment of established goals and objectives (Denis, Langley & Sergi, 2012). Through shared leadership approach, leaders are not only working together towards achieving desired goals/objectives, but are also working towards promoting the leadership capabilities of each other. Therefore, the shared leadership model is a leadership approach that focuses on both self-leadership and team effectiveness. Similarities and Differences between these Theories and Model These three leadership theories/models have some certain similarities and differences in relation to their application and use in an individual and/or organizational context. One of the similarities between these three is that they focus on the achievement of established goals and objectives. As evident in their description, Situational Leadership Theory, Transformational Leadership Theory, and shared leadership model focus on promoting the realization of specific goals that underlie the leadership process. Situational Leadership Theory promotes achievement of desired goals through modification of leader behavior depending on the situation while Transformation Leadership Theory achieves this through elevating or empowering followers (Bess & Goldman, 2001). On the other hand, shared leadership model focuses on achieving this through mutual leadership for self development and team effectiveness. The second similarity between these three approaches is that they are context or environment centered. Each of these models is applied depending on the environmental context, which is crucial towards the achievement of leadership goals and objectives. Third, these leadership theories and model are seemingly based on promoting change, which is an integral part of team effectiveness and achievement of desired goals. According to Johns & Moser (2001), Situational Leadership Theory is similar to Transformational Leadership Theory on the premise that the leader lessens his/her behavior as the team becomes more mature and effective. Similarly, shared leadership model focuses on change by promoting the leader’s self-development and team effectiveness. Despite these similarities, there are numerous differences between these three leadership theories and model. First, Situational Leadership Theory is centered on leader behavior while Transformational Leadership Theory is centered on empowering followers and shared leadership model is centered on mutual leadership from different leaders. Secondly, the focus of Situational Leadership Theory is the context of leadership whereas Transformational Leadership Theory is focused on change and shared leadership is focused on leadership practice. Third, the application of Situational Leadership Theory is limited to evaluation of context or situation at hand. On the contrary, Transformational Leadership Theory is applied in contexts requiring empowerment of the followers while shared leadership model is applied in contexts where there are different leaders working towards achieving common goals/objectives. Relation to Community and Leadership Given the difference between these leadership theories and model, there are differences in the relation to community and leadership for each theory/model. Shared leadership model seemingly focuses on the establishment of a professional community as leaders work collaboratively to achieve common goals (Denis, Langley & Sergi, 2012). In the field of education, shared leadership model is the premise for the establishment of professional community of teachers. Teachers collaborate with each other to enhance their effectiveness in addressing the various issues in the learning environment. In this regard, teachers collaborate for professional work, evaluation of student learning, and assessment of student data. Therefore, the professional community becomes the premise for leadership practices in the school setting through shared leadership model. For Situational Leadership Theory, community and leadership are linked with regards to how leaders modify their behaviors for various situations. In this case, the professional community is the premise with which leaders examine the various situations in their working environment and determine appropriate leader behavior for these situations. In the learning environment, leadership practices and behavior for different situations in the classroom and school setting are determined through an analysis of the various situations in the school. Teachers work in collaboration with other school staffs to analyze the existing situations and determine the most suitable leadership approaches/behaviors for them. Community and leadership are related in transformational leadership through promoting connections and commitment as the premise for change or transformation. Leaders not only work in collaboration with each other, but also incorporate their followers in leadership processes and practices in order to create change. The premise with transformational leadership contributes to empowerment of followers and create individual and/or organizational change is through promoting connections between the different parties. The connections in turn become the basis for the link between community and leadership in this approach to leadership. How Teachers Emerge as Leaders As previously indicated, teacher leadership is regarded as one of the most important concepts in the modern learning environment. However, this concept is not new since it has been practiced for several decades, but has received increased attention in the recent past because of the changing nature of the modern learning environment or school setting. In light of the concept of teacher leadership, there are various ways through which teachers emerge as leaders. These various are attributable to the fact that teacher leadership has various evolutionary stages including appointment of teacher leaders to work as department heads, teachers becoming curriculum developers or instructional leaders, and collaboration with others (Lumpkin, Claxton & Wilson, 2014). One of the ways through which teachers emerge as leaders is through mentorship and professional development opportunities. In this case, teachers work with their peers and engage in professional development activities in order to enhance their leadership skills as well as enhance their expertise, knowledge, and experience. As they work with their colleagues, teachers not only transform the learning environment, but also emerge as teacher leaders. Secondly, teachers emerge as leaders through individual empowerment, which implies increased empowerment in learning and teaching. Self-development is an integral part through which teachers enhance their effectiveness in the classroom environment and school setting as they develop into leaders. This means that teachers emerge as leaders through taking personal responsibility for their own growth and professional development in order to enhance their skills. Third, teachers emerge as leaders through focusing on student learning since the key to student learning is enhanced quality of teaching (Lumpkin, Claxton & Wilson, 2014). As teachers enhance their quality of teaching, they emerge as leaders with the ability to address the various issues in the learning environment. Upon emergence as teacher leaders, teachers need to develop certain characteristics in order to make meaningful contributions in their respective roles. Some of these characteristics include good interpersonal relation skills since teacher leaders increasingly assume a collaborative role in order to be effective (Lumpkin, Claxton & Wilson, 2014). Interpersonal relation skills are essential characteristics because relationship building is an important aspect of teacher leadership. The other essential characteristics for teacher leaders to make meaningful contributions include a sense of personal responsibility, commitment to continuous learning and improvement, and constant focus on enhancing the quality of teaching and student learning. Theories/Models that Fit My Current School Setting I currently teach as a Catholic high school where the most commonly used teacher leadership approaches are moral and servant-based methods. Given the conditions in my school, the previously described leadership theories and model characterize how things are done today. Moral and servant-based models emphasize promoting the best of all through the use of suitable leader behavior and styles that fit all students. The school’s use of moral and servant-based methods is influenced by the belief that leaders are primarily servants who work to promote the good of all rather than serving their own personal interests (Rezaei, Masomeh & Sabet, 2012).