Theory and Practice of Leadership

Leadership: Theory and Practice

Introduction

This paper explores my leadership practice in education concerning the values I stated earlier. It is concerned with how my leadership vision fits in with my actions. Many leadership definitions exist, but most of them suggest that influence initiated by a group, or one person, over others, is to determine the activities and shape relationships and what happens in a group. Concepts of leadership are viewed as a process of social influence. Still, they differ concerning the one that exerts influence, the form of the influence, the exercise\\\\\\\'s intention, and the results. Most of the research examines principals as the central source of leadership in learning institutions. While there are several definitions of leadership, most of them suggest that intentional influence is propelled by one individual or group over others to structure relationships in an organization or group.

The concepts of leadership differ based on the person who exerts influence on others, the form of influence, the intention, and the results. Formal leaders include head teachers, principals, deputies, assistant heads, department heads, subject heads, etc. Informal leaders include specialists in subjects or those who influence learners, groups, or individual levels. Leadership is not always attached to a role. It can be seen as a process: as opposed to an authority position. For instance, Cambridge Network was developed to connect learning and leadership in schools concerning leadership for learning. Critical to the Cambridge Network is the belief that leadership is both a shared and individual enterprise and should be spread and exercised at all levels. Teachers are widely seen as professionals with immense potential for leadership (MacBeath&Dempster, 2009). The leadership concept can be extrapolated to include helping student leadership to grow as an educational process goal. The latter is widely viewed as an essential skill for survival. Schools should also take up leadership in the communities they operate. They should encourage learning beyond the precincts of the school (IGCSE, 2017).

Self-Study

My self-study piece focuses on my leadership practices in education. I worked as a teacher for an elementary school. I will examine my leadership concerning the mentioned realm. In my view, my leadership skills are informed by the task I have to accomplish. I should be confident enough to understand that I can lead and take responsibility for issues arising. I feel that those who surround me can sometimes trigger feelings of nervousness in me. However, once I take up a leadership position for a project or other task, I can complete it quickly.

There had been numerous incidents and opportunities in my professional life, where I could have demonstrated my leadership acumen. I believe that a leader should first believe in themselves to influence trust from others. A leader should possess the power to convince where there is a need to convince others that something can be done. Educational settings provide an opportunity where problems that need immediate solutions to arise. In my career in education, I have taken the lead to offer solutions when problems emerge. I took the initiative in managing events and projects. Since I am effective at planning and organizing events, I was given the leadership role. I was charged with planning events and activities so that they are completed in good time.

Last time, I was charged with leading a team of five people. Part of my work was to manage their daily schedules, mentoring, and training them. I can confidently conclude that those who experienced my leadership were impressed. I embrace the participation of all members in a group. I hold that everyone in the group must stand up to be counted in the group\\\\\\\'s overall objectives. I also believe in listening to the group members\\\\\\\' views and considering the merits of such views.

The values stated seem to me in congruence with my educational leadership style. I believe that a leader should follow their words with action. There should e harmony in the utterances and actions of a leader. I believe in extending help to others. When I lead, I\\\\\\\'m open in my attempt to help those who work below me. The approach makes it easy to accomplish tasks.

Literature Review/Theoretical Framework

There are numerous views of leadership as there are characteristics for differentiating leaders from those who are not. In contrast, most of the research in the modern-day focuses on situation theory instead of personality theories. Situation theory explains that the skills inform one\\\\\\\'s leadership exercise situation of leadership and traits of such a leader. All the modern theories can be categorized under any of the following three viewpoints, i.e., process leadership/relationship, leadership as a form of behavior, and leadership as a combination of traits or personality. There is a notion in more common leadership theories that, to some extent, leadership is a process involving the influence of a group to achieve specified goals.

Great Man Theory

These theories claim that leadership capacity is inherent. These theories claim that good leaders are not made but born. Such theories give the impression that leaders are heroes, destined to become leaders when the time comes, that they are even mythic. The expression \\\\\\\'great man\\\\\\\' came to use because it was postulated when leadership was viewed as a primarily male preserve, particularly concerning military affairs (Bhindora, 2013).

Trait Theory

The trait theory relates to the great man theory, which assumes that people are born with inherited qualities that position them better for leadership. The trait theory commonly identifies specific personalities or characteristics of behavior shared by leaders. Critics are increasingly asking whether some specific traits are central features of leadership, and if so, how can we explain people with such qualities but aren\\\\\\\'t leading anyone or anything? (Bhindora, 2013.

Contingency Theories

Contingency theories are concerned with specific variables relating to the surroundings. Such variables could be the ones that determine the most appropriate leadership style for particular situations. According to the theory, no leadership style is best suited for all situations. Success is determined by various variables, including leadership, situational features, and follower qualities.

Situational Theory

The situational theory suggests that leaders switch leadership styles based on the changing circumstances. Varying leadership styles fit varying types of decision-making situations. For case in point, in a setting where the leader is the most knowledgeable and experienced group member, an authoritarian leadership style could be appropriate. In other situations, where members of the group are sufficiently skilled and expect to be handled as experts, a democratic approach will be fitting (Bhindora, 2013).

Behavioral Theory

Behavioral theories postulate that leaders are made and not born. The theory is concerned with the actions that leaders take. It ignores intellectual attributes or internal qualities. The theory explains that anyone can learn to become a leader. Such learning can occur through observation or training. According to Naylor (1999), developing an interest in how leaders behave has been sparked by a systematic correlation of democratic and autocratic leadership styles.

Participative Theory

Participative theories of leadership, on their part, propose that ideal leadership takes into account the input from other people. Participative leaders espouse participation and group member contribution. The participative approach helps members of a group feel that they are valued and relevant in making decisions. A manager who employs a participative leadership style seeks opinions from group members before arriving at a decision. Such a leader improves commitment and promotes collaboration. The outcome of all these initiatives leads to high-quality decisions and successful business outcomes (Lamb, 2013).

Transactional Theories

These theories are also referred to as management theories. They are concerned with the supervisory role, performance, and group organization. It also examines exchanges between leaders and their followers. The theories heavily apply the reward versus punishment systems in leadership (Charry, 2012).

Relationship/Transformational Theory

Transformational theories are preoccupied with connections that develop between the leaders and their followers. According to the proponents of transformational theories, leadership is about engaging with other people and connecting with them to be increasingly motivated (Bhindora, 2013).

Skills Theory

The theory postulates that knowledge learned and skills that are acquired are important in leadership effectiveness. The skills theory does not refuse to acknowledge the link between inheritance and leadership. However, the theory points out that the learned skills, a developed style, and knowledge acquired are the core drivers of performance in leadership (Bhindora, 2013).

Methodology and Methods

Since this is a self-study, I will probe myself with open-ended questions relating to my leadership practice in education as an elementary school teacher. Such questions include: When do I think I should use my leadership skills? Why should I use such skills? What leadership skills do I have? How do others respond to my style of leadership? I will incorporate what I think about my leadership skills

Results/Findings

As I examined my responses to the open-ended questions I constructed and my reflection of how I lead in educational settings, I discovered that my style spans situational and participative styles. I espouse contribution and participation from others to encourage them and develop ownership of decisions and thus feel relevant. As opposed to making decisions independently as a leader, I choose to be consultative, promoting commitment and collaboration. My approach\\\\\\\'s outcome is of much better quality than everybody in my team feels part of. I have also used the situational leadership style on many occasions. Thus, I believe that situations inform the kind of style to apply. I\\\\\\\'m adaptive. I decide on the best direction and decision to take as informed by prevailing circumstances. Indeed, life is such that circumstances change. Contexts change just as much. Therefore, there is no single panacea for every sickness in leadership. For instance, when I\\\\\\\'m expected to be the most knowledgeable and or experienced, I use an authoritarian style.