Education Leadership Perspectives:Positve Ways

Romanian Military Thinking, 2019

A complex phenomenon, part of organisational management, leadership is both art and science. There are many definitions of the term mentioned by the author in the present paper, pertinent and probative examples being provided. Leadership is present in any structure, and especially in the military one, considering that the existing relations between commanders and subordinates are established by military regulations. In this context, the article emphasises a series of characteristics of the system of connections in a military organisation, all of them based on discipline, respect, responsibility, trust and loyalty. Moreover, the author stresses the importance of leaders education for their lifelong learning. Thus, a leader will be effective and adapted to any change in the organisation. Last but not least, an educated leader will motivate the subordinates in their actions, be they related to conception, training or combat.

Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019), 2019

The article deals with the problem of leadership as the ability to influence people and groups in the organization to achieve their goals. The best-known theories of leadership and concepts of modern leadership are considered, leadership is interpreted as helping other people in their development and self-realization. In education, there are at least three aspects of leadership. The first one is education of leaders as the purpose of the educational process in organizations; the second one is leadership as the principle of management of the leaders of these organizations; the third is the leadership of educational organizations in the market of educational services. The phenomenon of leadership today is relevant in all areas of public life; it is gaining popularity in the field of education. Leadership should be considered not only with reference to the relationship of the leader and the group, but also in relation to the person to himself (personal leadership). In education, leadership is observed in three dimensions: leadership education, leadership of management and leadership of educational organizations in the rankings. The difference between education and other sectors of the economy is its goal-the education of leaders, starting from the preschool level.

Educational Research Review, 2010

This paper is a philosophical investigation of the relationship which exists between two major concepts; education and leadership. Besides the examination of the major concepts, the study also embraces historical method to justify the comparison between the early leaders in Nigeria politics and their present counterparts. All reviewed literature attests to the fact that the problem is neither with education nor its policies but rather problem of leadership affects education in its duty of producing better society in Nigeria. The researcher then concludes the paper by giving an outline of possible measures to be taken to address the problem of leadership by identifying the root causes of the problem as well as exposing of a major problem hindering educational progress in Africa and Nigeria in particular, So that, other researchers could further examine the problem from different angles with the aim of discussing the way forward.

Contemporary engineering sciences, 2022

Тhis work reveals some key characteristics of the personality of individuals that have an impact on the behavior of the leader, and therefore, on the importance of leadership in education at all levels, from the direction of educational centers to the administrative part of it. The importance of applying new learning methodologies based on educational leadership is absolutely necessary to correct some behaviors or beliefs of students from the base to their university studies.

Abstract Regardless of more than two decades of the presence of leadership concept in educational ield, there is still need of educationally adequate understanding of educational leadership. Most theories of leadership in education and their practical applications simply transfer leadership theories form general management theory without any deeper attempt of educationally contextualised relection whether they really suit the needs of educational organizations. Their main disadvantage is the fact, that they are built originally on values that are not necessarily central or important for educational purposes. The author argues that the contemporary dominant understandings of educational leadership in their main dimensions are grounded in context external to education and inluenced by values that are not (or should not be) central for educational organizations and purposes. Showing that the author proposes educationally adequate understanding of the main dimensions of leadership and a set of values that should be central when building theory and practice of contemporary educational leadership. Keywords: education, leadership, educational leadership, educational values

Handbook of Teaching and Learning at Business Schools, 2021

The Austrian school system has historically been characterized as highly bureaucratic and strongly regulated. Several policy approaches have been made to counteract the numerous parallel structures and too little congruence in task-orientation and responsibility. A shift towards more school-based innovation has initiated a slow movement towards more decentralization and deregulation, but principals are still confronted with restricted autonomy, which makes it difficult for them to empower their faculty for collective action. The introduction of national testing has led to some incremental changes. However, deep-rooted cultural mechanisms continue to successfully promote decentralization and stability as the most highly valued sources of educational quality. Austria's participation in international projects has given a lift to mobilizing research potential on school leadership. Recently, the transformation of school governance has become a major focus of educational reform, which has stimulated various investigations to explore and evaluate various national strategies of school governance with respect to their contribution to quality development of the school system. Research focuses on the role of principals as change agents, for example in evidence-based measures such as standardized testing or school inspection as an external evaluation.

BSSS Journal of Education, 2020

The leadership mostly roots in sociology and it looks the leadership through different sociological paradigms. This paper confined the sociological paradigm of leadership as a structural-functionalist (stable process), constructivist (is built), political conflict (power relationship) and critical humanistic perspective (dignity and worth) respectively. Hence, this study intends to lay out the sociological perspectives of leadership in association with education. For this purpose, this paper reviewed the literature associated with a sociological paradigm of educational leadership. Considering it, these paradigms focused on social integration and consensus process (structural functionalism), facilitates the learning process (constructivism), power disparities (politico-conflict), and social commits to organizational change (critical humanistic) in context of school education. Overall, the particular one perspective is not fully suitable for all situations so leaders must adopt these perspective accords to the particular state of affairs in the organization. That's why these all sociological perspective has its distinct implications in educational leadership.

The Journal of Leadership Education, 2015

Edgar Schein (2004) proposed that leading was in the midst of an evolutionary shift in which the primary challenge would be to sustain a culture of learning in an emerging "age of perpetual learning and change. What learning is required through leadership education to address this challenge? What design will assure that these learning outcomes are attained? What practice would demonstrate that the outcomes persist and have meaning? In distinguishing the process of "education" from the process of "learning", what are the implications of the reciprocity of development, learning, education and the practice of leading for the design of a theory of leadership education able to assure necessary outcomes for leadership in a context that is perpetually volatile, uncertain, complex, and ambiguous?

Education is a multi-faced discipline with various terms associated with it. When it comes to execution of its function, educational leadership, management and administration come into mind. These terms are sometimes interchangeably used to mean one common denominator-of translating and ascertaining the goals and aspirations of an educational institution into practice, and into measurable outputs; thereby changing and improving the fortunes of a country. However, similarities and differences do exist among these terms. Thus, it follows that for effective implementation of the function of education, these terms must be comprehended first so that the rightful course of action should be undertaken; and that this action can only then be justified. This is possible only if one is able to strike a balance and to explain how closely related these terms are to each other. It is from this view that this paper will strive to achieve; it will endeavour to discuss the definitions, the similarities, the differences and their applicability to the practice. The first paragraphs will bear the definitions, followed by the similarities, differences and applicability. However, discussions on the similarities, differences and applicability will be done simultaneously basing on goal setting, employee relations, governance and operations. Educational leadership, according to Lunenburg (2011), is a process whereby an individual influences or guides the behaviour and activities of others to contribute voluntarily to the achievement of group goals in a given

Educational experts from the systems analyst school seek to impose research-based techniques on teachers in the place of the knowledge of teaching derived from experience, apprenticeship, and study of educational purpose. Such context-stripped research-based knowledge cannot substitute for professional knowledge." -Joe L. Kincheloe 1 O ne of the hardest things for a successful organization to do is question the assumptions on which its success is attributed. The US military reached its preeminence on the battlefield, in part, due to a highly systematic approach to training and leadership development. Much of the program planning and curriculum in our system of professional military training and education was developed through a systems analysis approach, best illustrated in the Army's use of detailed tasks, conditions, and standards. Systematic training models drive the design, resourcing, execution, and assessment phases of a variety of schools and courses in a multitude of settings and specialties. It is second nature for many in the military to default to these technically rational processes, not only for training in basic soldier skills, but for leader education as well. The personality types of our leaders combine with a planning culture that can result in approaches to leader development more applicable for the industrial age than the information age.