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Vision and leadership: Paying attention to intention
... Strategic Vision connects the reality of the present to the possibilities of the future in a unique way that is appropriate for the organization and its leader (Manasse, 1985). ...
... Then the leader must be able to implement a plan to move the organization in the direction of the vision. Manasse (1985) described the ability to connect where the school is at to where the school could be as strategic vision. In order to make change happen a leader needs to have a well developed strategic vision and then use the vision when making decisions regarding the organization. ...
... Researchers propose creating a vision to support change. The vision must be well developed and encourage the development of a school community that is committed, caring, cooperative and interdependent (Belenardo, 2001;Manasse, 1985). Bickmore and Bickmore (2010), Reyes and Hoyle (1992), and Roby (2009) found a correlation between teacher satisfaction and principal communication. ...
... Sources: Marissa, A. L. (1985). Vision and leadership: Paying attention to intention. ...
The research seeks to explain the role of visionary leadership in strategic change through a modern and contemporary theoretical framework for the most prominent presentations of writers and authors on research variables, especially independent variables, visionary leadership and strategic improvisation, which have become the subject of interest's academics' , especially in environments with dynamism and rapid change, as well as a practical framework. My analysis of the opinions of a sample of university leaders in private colleges. The aim of the research is to indicate a set of objectives, including: a statement of the relationship between the dimensions of visionary leadership and strategic change, and between improvisation and strategic change and the dimensions of visionary leadership and strategic change through strategic improvisation in private colleges, the research sample, as well as a statement of the effect between these variables, and the research was conducted on a sample It includes 81 university leaders in private colleges in Baghdad, relying on the questionnaire as a basic tool in data collection. The results of the study indicated that the hypotheses of the relationship and influence between all the variables of the study were achieved with varying results, especially with regard to visionary leadership, strategic change, improvisation, and strategic change
... The achievements and the failures are mostly placed on the account of the leaders. It is the leader, who makes decisions by him/ herself and, sometimes consulting their fellows and followers, 3 (Holmes, 1965;Khan, et al., 2015), or sometimes as the situation requires (Mariasse, 1985;Calvert, 1992;Seijts & Jeffrey, 2018;Harms, Wood, Landay, Lester, & Lester, 2018) and sometimes make sure that the set rules are well followed in the organization (Khan, et al., 2015) In this respect, there is no exception for educational institutional leaders (Kark, Ronit, & Dina, 2007). The Wallace Foundation believed that school principals should have qualities such as they should have a vision for the success of their institutions, the ability to create a hospitable climate for education, they should have the attitude to develop leadership skills in others, endeavor for improved instructions, and manage resources, data and process to lead the school towards improvement (Wallace-Foundation, 2013;Döş & Savaş, 2015). ...
The prime purpose of leadership is to take responsibility and decide on a destination for the institution in the shape of a vision and targets, and next he/she should have a concrete action plan to be at par with the vision by achieving those targets. This study was "a survey of school headteachers' performance in Shaheed Benazirabad Division: Theory and Practice", and was carried out with three research objectives 1) Study the existing leadership theories, 2) Study the current leadership performance practices and, 3) Study the current managerial leadership performance practices of school headteachers' at secondary and higher secondary level in Shaheed Benazirabad Division. A mixed-method approach was used. A sample of 155 head teachers was selected through a simple random sampling technique (61% of the total population). The data collection questionnaire was a self-developed tool on a five-point Likert scale. The validity of the tool was ensured with the feedback of two senior headteachers and a pilot test. The reliability of the questionnaire was ensured by Crombach's Alpha. The results showed that having an understanding of curriculum implementation practices use of material resources and instructional leadership approaches in the school were poorly performed. It is concluded that time-to-time short training sessions may be arranged for the headteachers to better utilize their current knowledge of contemporary theories, use of resources such as financial and material and improved pedagogical practices in their schools and the training manuals should include the latest researches in the school education.
... The importance of 'vision' is not a new concept in either the general leadership literature or DISCUSSION NIHR Journals Library www.journalslibrary.nihr.ac.uk health-care leadership literature. [590][591][592] However, while many authors talk of the importance of developing a clear vision, few clearly discussed what this entailed or how this could be achieved. Stakeholders also raised the importance of basing a vision around the needs of the individual patient/ service usera notion lacking prominence in the literature. ...
Background
As the organisation of health and social care in England moves rapidly towards greater integration, the resulting systems and teams will require distinctive leadership. However, little is known about how the effective leadership of these teams and systems can be supported and improved. In particular, there is relatively little understanding of how effective leadership across integrated care teams and systems may be enacted, the contexts in which this might take place and the subsequent implications this has on integrated care.
Objective
This realist review developed and refined programme theories of leadership of integrated health and social care teams and systems, exploring what works, for whom and in what circumstances.
Design
The review utilised a realist synthesis approach, informed by the Realist And Meta-narrative Evidence Syntheses: Evolving Standards (RAMESES) publication standards, to explore existing literature on the leadership of integrated care teams and systems, complemented by ongoing stakeholder consultation. Empirical evidence specifically addressing leadership of integrated teams or services was limited, with only 36 papers included in the review. The evidence collected from these 36 papers was synthesised to identify and build a comprehensive description of the mechanisms of leadership of integrated teams and systems and their associated contexts and outcomes. Consultation with key stakeholders with a range of expertise throughout the process ensured that the review remained grounded in the reality of health and social care delivery and addressed practice and policy challenges.
Results
Evidence was identified for seven potentially important components of leadership in integrated care teams and systems. These were ‘inspiring intent to work together’, ‘creating the conditions to work together’, ‘balancing multiple perspectives’, ‘working with power’, ‘taking a wider view’, ‘a commitment to learning and development’ and ‘clarifying complexity’. No empirical evidence was found for an eighth mechanism, ‘fostering resilience’, although stakeholders felt that this was potentially an important, long-term component of leadership. A key message of the review was that empirical research often focused on the importance of who the leader of an integrated team or service was (i.e. their personality traits and characteristics) rather than what they did (i.e. the specific role that they played in integrated working), although stakeholders considered that a focus on leader personality was not sufficient. Other key messages highlighted the way in which power and influence are used by integrated service leaders and identified the hierarchies between health and social care which complicate the leading of integrated teams and systems.
Limitations
Evidence specifically addressing leadership of integrated care teams and systems was limited and lacking in detail, which restricted the degree to which definitive conclusions could be drawn around what works, for whom and in what circumstances.
Conclusions
Research into the leadership of integrated care teams and systems is limited and underdeveloped, with ideas often reverting to existing framings of leadership in which teams and organisations are less complex. In making explicit some of the assumptions about how leaders lead integrated care teams and systems this review has contributed significant new perspectives, offering fresh theoretical grounding that can be built on, developed and tested further.
Future work
By making explicit some of the assumptions underlying the leadership of integrated care teams and systems, this review has generated new perspectives that can be built on, developed and tested further.
Study registration
This study is registered as PROSPERO CRD42018119291.
Funding
This project was funded by the National Institute for Health Research (NIHR) Health and Social Care Delivery Research programme and will be published in full in Health and Social Care Delivery Research ; Vol. 10, No. 7. See the NIHR Journals Library website for further project information.
... This sight must be exact and draw workers to know a obvious time to come. Vision must be transformed into actions that led to real intentions and practical work activities [33]. ...
... Indeed, what differentiates leaders from mere managers in an organization is their ability to have a shared personal vision with all organization members. Such a vision becomes a guiding light for all (Mariasse, 2009). ...
Since 2017, IAIN Manado has embraced multiculturalism as a core value for its vision to become an excellent Islamic higher education institution in Southeast Asia in 2035. This policy has however been taken without prior wide scholarly discussions. Consequently, the internalization and translation of this value into IAIN’s processes of education are facing some difficulties. This paper proposes a conceptual framework around multiculturalism and transdisciplinarity for IAIN Manado in its attempt to develop competitiveness. It argues that the notion of multiculturalism is always political so that IAIN Manado may develop its own concepts and practices of multiculturalism. It also argues that in order for IAIN Manado to accomplish the implementation of its multiculturalism as a culturally epistemological vision, it should consider the espousal of transdisciplinarity as an academically epistemological vision. Keywords: Multiculturalism, Transdisciplinarity, Vision, IAIN Manado Sejak 2017, IAIN Manado telah memilih multikulturalisme sebagai nilai utama dari visinya untuk menjadi perguruan tinggi Islam unggul di Asia Tenggara pada tahun 2035. Namun demikian, kebijakan ini telah diambil tanpa didahului diskusi-diskusi luas yang melibatkan para ahli. Akibatnya, internalisasi dan realisasi nilai ini ke dalam proses pendidikan di IAIN Manado mengalami berbagai kesulitan. Artikel ini mengajajukan kerangka konseptual tentang multikulturalisme dan transdisiplinaritas untuk IAIN Manado dalam usahanya mengembangkan daya saing. Artikel ini berargumen bahwa konsep multikulturalisme selalu bersifat politis sehingga IAIN Manado dapat mengembangkan konsep dan praktik multikulturalnya sendiri. Selain itu, untuk menyempurnakan implementasi visi multikuluralnya sebagai sebuah visi epistemologis secara budaya, IAIN Manado sebaiknya mempertimbangkan untuk mengadopsi transdisiplinaritas sebagai sebuah visi epistemologis secara akademik. Kata Kunci: Multikulturalisme, Transdisiplinaritas, Visi, IAIN Manado
... Within this growing list, very few stood the test of time like 'transformational leadership' (Burns, 1978). Many theories and labels vanished, but had nevertheless introduced newer paradigms and gradually expanded the canvas of the leadership concept to include concepts like relationship orientation, shared leadership through organisation or in teams (Barnes and Krige, 1986;Slater and Doig, 1988), vision as a "force that moulds meaning for the people of an organization" (Mariasse, 1985), or shared vision (Westley and Mintzberg, 1989). The 1980s saw more new paradigms that included indigenous aspects (Hofstede, 1980;Sinha, 1984), shared aspects, force and vision among other facets of leadership (Smith et al., 1989). ...
This paper attempts to provide an integrative definition schema
suitable for redefining various definitions of leadership and building theories on leadership by following glocal fundamental research (GFR) approach which focuses both on an integrative and a holistic understanding of leadership. ‘GLocal’ research here refers to research that is culturally embedded in the local reality while at the same time integrative globally. An integrative view requires a broad approach including both indigenous (local) and contemporary (global) views of leadership, while a holistic approach requires the incorporation of the knower, the knowable process and knowledge of leadership from all possible perspectives and purposes. The integrative definition schema is applicable as a theoretical framework for a broader range of organisations aiming to incorporate all relevant views and the purposes of all relevant stakeholders thereby enhancing the feelings of intrapersonal and interpersonal harmony having connectedness with a higher being or feelings of transcendence.
... Within this growing list, very few stood the test of time like 'transformational leadership' (Burns, 1978). Many theories and labels vanished, but had nevertheless introduced newer paradigms and gradually expanded the canvas of the leadership concept to include concepts like relationship orientation, shared leadership through organisation or in teams (Barnes and Krige, 1986;Slater and Doig, 1988), vision as a "force that moulds meaning for the people of an organization" (Mariasse, 1985), or shared vision (Westley and Mintzberg, 1989). The 1980s saw more new paradigms that included indigenous aspects (Hofstede, 1980;Sinha, 1984), shared aspects, force and vision among other facets of leadership (Smith et al., 1989). ...
This paper attempts to provide an integrative definition schema suitable for redefining various definitions of leadership and building theories on leadership by following glocal fundamental research (GFR) approach which focuses both on an integrative and a holistic understanding of leadership. 'GLocal' research here refers to research that is culturally embedded in the local reality while at the same time integrative globally. An integrative view requires a broad approach including both indigenous (local) and contemporary (global) views of leadership, while a holistic approach requires the incorporation of the knower, the knowable process and knowledge of leadership from all possible perspectives and purposes. The integrative definition schema is applicable as a theoretical framework for a broader range of organisations aiming to incorporate all relevant views and the purposesof all relevant stakeholders. Thereby enhancing the feelings of intrapersonal and interpersonal harmony having connectedness with a higher being or feelings of transcendence.
... Therefore, before proposing the proper methods in performing the vision, we carefully analyze all related published academic works to look for the most appropriate benchmark. Our effort goes to series of research done by Li (2005), Brecken (2004), Testa (1999), Farmer et al. (1998, Collins and Porras (1991), Mariasse (1985). ...
This paper tried to unbundle three important factors related to vision: (1) what is the true definition of vision, (2) how to develop an implementable vision and (3) how to relate the vision to the overall strategy. The study performed series of comprehensive literature reviews from 40 published manuscripts while using an explanatory approach to explain the stated research question. From these steps, this study found that vision is not only a dream, but more to achievable dreams. Organizational vision must become a true direction for the overall strategy; therefore, it must be equipped with the ability to introduce several quantitative indicators. This study succeeded in explaining how the derivation process should be done. Our proposed model consisting of major steps introduce vision in a more practical basic way, thus providing guidance for a company that wants to be fruitful from their vision. Lastly, the study also provides a guidance related to how vision can be adopted into individual daily performance. By having this mechanism, we believe that vision will no longer mere a dream, but more to a dream that can be achieved.
... Therefore, doctors, allied health professionals, and public health practitioners need to have formal training-during their time in school-not only in understanding health systems and the interactions that affect them but also in having the emotional intelligence to develop leadership competencies. 38 Mentorship programs early on in one's career are also helpful in strengthening these competencies and expanding networks. [39][40][41] Networks have been demonstrated to enhance legitimacy, particularly for women. ...
Women make up approximately 75% of the health workforce and yet their representation at higher levels of health leadership is limited. Untapped potential of women in health undermines the contribution they could make to effective leadership for health systems strengthening. Lived experiences of women leaders can help understand how to unlock this potential by identifying the challenges, highlighting enablers, and sharing successful strategies used to become effective health leaders. This article uses phenomenological inquiry to understand the subjective experiences of five influential women in their paths to health leadership. Interviews were conducted with these women and key messages were identified. A grounding theme—defined as the essential element for the subjective experience of leading as a woman in the health system—was revealed to be the women's “drive for equity.” This drive motivated them to pursue a career in health and to break through perceived gender-related barriers. Three figural themes around how to practice effective health leadership to promote equity were identified: (1) challenging status quos and norms; (2) leading by listening and leveraging others' expertise to build a common vision for health; and (3) having social support early on to develop confidence and credibility. Stories from the individual women's experiences are presented. Finally, three recommendations are made for system-level mechanisms that could contribute to expanding the number of women leaders in health.
... The driving forces of this philosophy, then, are community, the heart of a group's leadership; vision, which engages the spirit; learning, which stimulates the mind; and action, which compels energy. Mariasse (1985) considered leaders as not to simply maintain the existing situation. To the writer, leaders are involved in change, and without change or movement, there is no leadership. ...
... Politicians use political metaphors to inform and inspire (Keizer and Post 1996). By doing so, they connect present ideas to future plans (Mariasse 1985), increase retention of a message (Ortony 1975 ), and arouse emotional responses (Mio et al. 2005). Famous addresses like Martin Luther King's " I have a dream, " John F. Kennedy's Inaugural Address, and Richard Nixon's " Checkers " speeches all use a central metaphor to convey emotions and inspire followers (Mio et al. 2005). ...
Politicians and leaders use metaphors and frames in political communication to provide citizens with meaning, persuade, and promote emotional reactions. At the same time, a large body of scholarship documents the propensity for female leaders to “speak in a different voice” when in political office. Research to date on policy metaphors, however, rarely compares male and female leaders’ use of metaphors or evaluates the use of these metaphors in local politics. Using State of the City addresses from 16 cities to evaluate the connection between policy agendas, metaphors, and mayoral gender, I find that male and female leaders emphasize similar issues in their speeches, but use different frames to present these issues, with female leaders using more nurturing framing than do male leaders. In addition, while both male and female mayors emphasize economic development as the central issue in their speeches, female mayors use more inclusive framing in these discussions.
... Given the magnitude of the disaster, these individuals made scores of administrative and management decisions under duress. According to Mariasse (1986), while leadership and management may be conceptually defined as different, distinct types of behaviours, individual leaders (i.e., the same person within a single circumstance) are often expected to demonstrate both management and leadership skills and behaviours within a given situation. ...
The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised under the headings of crisis management, crisis leadership characteristics, post-crisis support and crisis preparation. In this study, educational leaders demonstrated resilience in the face of adversity and took decisive steps to rebuild not only their schools but also their communities as well. Additionally, leaders expressed the importance of sharing their stories with others so that the lessons they learned in response to the tornadoes would not soon be forgotten. The study concludes with reflections about crisis planning and implications for future research as well as a call to action to improve crisis management in K-12 educational settings.
... The driving forces of this philosophy, then, are community, the heart of a group's leadership; vision, which engages the spirit; learning, which stimulates the mind; and action, which compels energy. Mariasse (1985) considered leaders as not to simply maintain the existing situation. To the writer, leaders are involved in change, and without change or movement, there is no leadership. ...
Responsiveness to the rapidly changing environment and a set of circumstances might be a key argument for educational leaders. We addressed the following specific questions: 1) What are your school leader’s weak characteristics as a school leader? 2) What are your school leader’s strong characteristics as school leaders? And 3) according to you, what kind of characteristics your school leader will need in the forth- coming twenty-five years as a school leader? The purpose of the study is to determine the strong and weak characteristics of current school leaders and trying to estimate and draw an overview about charac- teristics of future school leaders depending on the views of teachers. The study was conducted by qualita- tive interviewing. The study group in the research was determined by two types of purposeful sampling: 1) convenience sampling and 2) maximum variation sampling. The study group consisted of 56 teachers from various European countries. In the analysis, NVivo 10 was used and the data were analyzed by con- tent analysis technique. The results illustrated that weak, strong and estimated characteristics as they were stated by the respondents were consistent in that they provided three kinds of data including weak and strong the characteristics of current school leaders, estimated future characteristics and a picture of the criteria to evaluate leadership Educating people undoubtedly will be based on “human relations”, “face to face” and “in the classrooms teaching” while technology and its all kinds of derivatives are presumed only to be the means to reach the goals.
... It is clear that superintendents today must be effective leaders with both the time and opportunity to achieve established district goals (Edmonds, 1979; Leithwood & Montgomery, 1986; Manasse, 1985). Those who have been successful are those who managed conflict, fulfilled the district's mission, supported the democratic process, and believed that schools could make a difference (Cuban, 1985; Iannaccone, 1982). ...
Interdisciplinary teaching combines multiple subjects. Business, communication, and sustainability may be part of an interdisciplinary engineering curriculum. An interdisciplinary curriculum can help engineering students learn more. Students can prepare for more careers by combining engineering with other subjects. Employers value interdisciplinary skills and competencies. Interdisciplinary coursework helps students develop critical thinking, problem-solving, communication, and collaboration skills. Effective interdisciplinary engineering curricula align. This means the curriculum should match employers' career competencies so students can succeed. Interdisciplinary education helps engineering graduates develop career-ready skills. An interdisciplinary curriculum aligns with employer needs to prepare students for engineering careers.
The article deals with the problem of organizing methodological work in general education institutions, within the framework of the priority national project “Quality Education “Educated Nation”. Methodological work to ensure the activities of educational institutions should be a comprehensive system combining two types of education with vocational education. This is a training for heads of educational institutions and subject teachers, the content of which involves the formulation and proper implementation of the national priority project national project “Quality Education “Educated Nation” and subsequent interaction with the teaching staff. The article describes a model of organizational and methodological support for teaching staff in Astana. To identify the state and directions of the organization of methodological support of teachers in Astana, an empirical study was conducted. As part of the study, a survey of managers and teachers of all secondary education organizations in Astana was conducted to compare the implemented models of organizational and methodological support and compare the responses of managers and teachers for a complete analysis of the pros and cons of the existing model. The responses of managers (as organizers of methodological support) and teachers (as receiving methodological support) were compared to find out how the model of methodological support is implemented in practice, and which factors determine the effectiveness of methodological work.
The COVID-19 pandemic has prompted a variety of responses by organizational leaders throughout the United States and internationally. This paper explores the responses of five rural school superintendents who work in a conservative Midwestern state. Using an exploratory qualitative research design, the study analyzes interviews and documents collected remotely to adhere to current public health guidelines. The study adopted a crisis leadership perspective to explore how rural school superintendents were responding to the COVID-19 pandemic and managing the politics associated with it. Findings suggest that superintendents were acutely aware of their community’s current political stance toward the COVID-19 pandemic and were especially responsive to the individual political philosophies of their elected school board members. The superintendents did not uniformly adopt crisis leadership behaviors to respond to the circumstances created by the pandemic. Rather, superintendents responded in ways that managed the political perspectives held by their elected board members and sought to reconcile differences in the board members’ political perspectives that precluded action. As part of this reconciliation, the superintendents leveraged public health information to shape and at times change elected school board members’ perspectives. This information helped the superintendents overcome political perspectives that led some of the most conservative board members to resist widely accepted public health guidance. Implications for the field of educational leadership, research on rural superintendents, and potential revisions to superintendent preparation are discussed.
The crisis of leadership, like other crises in most critical human endeavours, is not occasioned by lack of definitive theories or knowledge, it is elicited by failure to put the existing theories and knowledge into practice. Besides, the assumption advanced by most of the proponents of leadership theories, that by revealing to leaders what leadership is and what leaders should do, then inevitably the leaders will utilize the acquired knowledge and skills to impact their followers and the society, does not stand the test of scrutiny. There is a
gap between leadership knowledge and practice, meaning that there are missing elements which translate leadership theories, knowledge and skills into impact. This paper (beyond leadership) seeks to bridge the gap between knowledge and practice. Beyond leadership answers the question, why are some people (leaders) more ethical and effective than other? The paper proposes and discusses 7 elements (purpose, conviction, moral authority, passion, commitment, courage and learning) which distinguish impactful leaders from the rest. Many more elements may be needed on the leadership journey but without the 7 elements of beyond leadership, any other additional element may not matter much.
Kertas kerja ini bertujuan untuk mengenal pasti perbezaan antara kepimpinan transformasional, kepimpinan transaksional dan kepimpinan instruksional di sekolah. Selain itu, kajian ini juga bertujuan untuk mengenal pasti tahap kepimpinan transformasional, kepimpinan transaksional dan kepimpinan instruksional antara sekolah prestasi akademik tinggi (SPAT) dan sekolah prestasi akademik rendah (SPAR). Hasil kajian mendapati bahawa terdapat perbezaan yang signifikan dalam kepimpinan transformasional dan kepimpinan instruksional antara SPAT dan SPAR. Di samping itu juga, kajian ini mendapati bahawa tidak terdapat perbezaan yang signifikan dalam kepimpinan transaksional antara SPAT dan SPAR. Kertas kerja ini mencadangkan jika sesebuah sekolah mahu meningkatkan prestasi akademik, maka gaya kepimpinan transformasional dan gaya kepimpinan instruksional perlu diamalkan di setiap sekolah.
A global, rapidly changing and advancing world of information age, states in terms of standing and resources to be effective, efficient and people have to use it to live in prosperity, especially in a state that is not strong in the universal space is a problem. Using resources effectively and efficiently be transferred to future generations to improve the quality of life with modern standards, requires a solid and consistent work. This study is one of the sustainable development of future generations to meet their own needs against the needs of our time while not restrict the ability. The conscious of joint action to ensure sustainable development has played a significant role. Individual interests and rant fight are the greatest obstacles in front of the sustainable development. This energy and expectations of individual should be canalized to common area. This area is the requests and the ideals of the nations. In terms of sustainable development, a picture of national requirements should be drawn and this picture is coherent and realistic, must be shown to the nation. That is; a nation vision should be created. Because nations are respected and strong at the rate of their national aims. The national aims are the dynamic power, the reason of unity and the resource of courage for nations. In this study, indicating mission and vision of the nations according to the sustainable development, it is highlighted from Ottoman Empire to the Turkish Repuclic by explaining the created visions and the mission perception that shaped the visions and achieved points in the end. With this study, we can conclude that there is a relationship between the mission perception of nations and visions which are improved by this perception and the mission perception with vision factor are the dynamics of the sustainable development.
Given the criticality of vision to modern organizational l eadership, the paucity of research into what makes an effective vision is surprising. This paper reviews the theoretical and empirical literature on vision, particularly vision definitions, components, and realization factors before identifying directions for future research. These directions include looking at what the components of an "effective" vision are, identifying the attributes and content of visions associated with superior performance, as well as the ways in which such visions are communicated and realized at different levels of organizational analysis.
Purpose
During the last 20 years inclusive practices in primary schools have been promoted by policies and worldwide organisations. Scholars confirm that school leaders have an essential role to play with direct impact on meeting children's needs and that there is a chronic deficiency of research on this issue. The purpose of this paper is to describe how strategic leadership roles implemented by head‐teachers can facilitate the implementation of inclusive policies in the school setting and present possible suggestions through the analysis of leadership theories and literature related to inclusion in primary schools.
Design/methodology/approach
The methodology this research employs includes a literature review that conceptualises the roles of leadership positions in inclusive settings. This is structured as an explanatory discourse, drawing on the notion of transformational and visionary leadership as the basis of strategic leadership, in order to identify the important role and strategies of leaders in a primary school setting.
Findings
The paper highlights the benefits of exploring the role of leaders in these schools. The paper assumes that organisations are complex structures and the analysis indicates that there is not one single exclusive way of implementing an effective role and that alternatives can be created by adapting a flexible framework. This framework is conceptualised by examples from institutions in which leaders have motivated the improvement of school quality by following the described strategic tools. The implications of this for leadership are that Strategic Intent seems to address the directions of the aims of inclusive leaders: it uses unique strategies and relies on the capability of leaders to encourage further dedication and involvement in the organisation's culture. It is suggested that the key components of this framework which will result in the school setting becoming more inclusive consist of: resource allocation, consistency, strategic planning and cultural considerations.
Practical implications
This paper introduces different strategies that can be explored by school leaders with the aim of being implemented in schools.
Originality/value
This paper has developed a framework to which leaders could adapt their own needs and it assists them in their decision‐making process.
Purpose
– This study aims to be one in a series examining the leadership best practices of school principals as they lead in an accountability‐ and standards‐driven school environment. The lack of research and necessity to find successful practices to improve student achievement highlight the need for this study.
Design/methodology/approach
– An inductive exploratory study was designed to provide insight into how successful middle school principals facilitate high levels of student achievement.
Findings
– Common themes of practices enabling the principals to serve effectively in their schools emerged from the conversations and were grouped in the following categories: sharing leadership; facilitating professional development; leading with an instructional orientation; and acting openly and honestly.
Originality/value
– This research contributes to the field by providing insights into the practices of leaders of successful schools in a high‐stakes testing environment. The study provides a framework on which leaders should model their own practices, as well as informing leadership preparation programs areas around which to focus their instructional content.
This research study was designed to build grounded theory about the challenges faced by rural superintendents. Participating rural superintendents identified five areas that presented a challenge but that also applied to superintendents in other settings: school law, finance, personnel, government mandates, and district or board policies. Further, these superintendents identified challenges related specifically to the rural setting and to their lack of acculturation to the demands of rural school leadership. Focus group research conducted among rural superintendents in New York, Pennsylvania, and Tennessee indicated that the challenges of the rural superintendency were distinct enough to warrant some specialized preparation for such service.
The aim was to establish the views of the participants, in particular, professors, the supervisors, co-operating teachers, and student teachers of visionary leadership as an approach to social studies teacher preparation programmers’ reform in Jordan. The sample for this study included student teachers(n=18), professors(n=6), university supervisors(=3), and co-operating teachers(n=3)associated with social studies teacher education programmes in three universities. Data were collected using interviews. The semi-structured interview was used in the present study. The interview data were subject to analysis using a grounded theory approach. The result of the analysis provides a clear picture of the problems inherent in the current education and training programmes for social studies teachers in Jordanian institutions. These sorts of problems clearly exist in each component of the programme. In accordance with the current status of the programmes, visionary leadership was recommend as an approach to social studies teacher preparation programmers reform how and why managerial problems are affecting social studies teacher education in Jordan.
Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position of the high school as a loosely-coupled system consisting of departments with distinct subcultures and department heads who are influential leaders is reported. As expected, principal components and multiple regression analyses suggest that behaviours of the principal which emphasise and reinforce the school vision, predict the extent to which teachers support the principal’s vision. However, the congruence of department heads and the principal, in terms of school vision, is a much stronger predictor of teachers’ support for the vision. To a lesser extent, stronger structural coupling between departments also contributes to teachers’ support of the school vision.
Purpose
– The aim of this paper is to illuminate a crucial component missing in the education of MBA students. This component involves awareness translated into skills that would enable leaders to narrow the gap between vision and practice.
Design/methodology/approach
– An analysis of MBA curricula shows that the ability to exploit intangible assets has not been explored sufficiently as well as why this ability is instrumental for leadership.
Findings
– This study emphasises how crucially important it is for leaders to be able to consolidate a vision and lead change derived from that vision as reflected in their daily managerial practice, and argues that current MBA students need to develop additional unique skills that will enable them to diagnose problems related to the assimilation of change and to measure the effectiveness of this process.
Originality/value
– This paper offers an original approach to the link between theory and practice and to the importance of developing a vision that challenges the way this topic is generally taught in MBA programs.
Transformation Education, an organizational philosophy and operating system, is designed to increase service quality and effectiveness of group care through aligning its organizational structure with its purpose. This alignment is achieved through creating a culture designed to dispense transformation rather than treatment. The author presents how the roles of the CEO, executive management, program administration, supervisory, professional and direct care staff can be aligned to achieve this end. He also presents how Transformation Education creates a flexible organization capable of adopting best practices and increasing program staff's abilities to think, and respond in context, to the challenges presented by behavior disordered youth.
Purpose
Fundamentally, the success of schools depends on first‐rate school leadership, on leaders reinforcing the teachers' willingness to adhere to the school's vision, creating a sense of purpose, binding them together and encouraging them to engage in continuous learning. Leadership, vision and organizational learning are considered to be the key to school improvement. However, systematic empirical evidence of a direct relationship between leadership, vision and organizational learning is limited. The present study aims to explore the influence of principals' leadership style on school organizational learning, using school vision as a mediator.
Design/methodology/approach
The data were collected from 1,474 teachers at 104 elementary schools in northern Israel, and aggregated to the school level.
Findings
Mediating regression analysis demonstrated that the school vision was a significant predictor of school organizational learning and functioned as a partial mediator only between principals' transformational leadership style and school organizational learning. Moreover, the principals' transformational leadership style predicted school organizational vision and school organizational learning processes. In other words, school vision, as shaped by the principal and the staff, is a powerful motivator of the process of organizational learning in school.
Research implications/limitations
The research results have implications for the guidance of leadership practice, training, appraisal and professional development.
Originality/value
The paper explores the centrality of school vision and its effects on the achievement of the school's aims by means of organizational learning processes.
Purpose
– Successful visionary educational leaders promote a shared vision with great commitment and manage to connect other organizational members to it. In spite of this, the source of their personal commitment to the organizational vision has not yet been the subject of extended study. The purpose of this paper is to correct this by investigating leaders' personal ethos; the personal experiences and values which form their motives and personality. This paper furthermore considers the influence of personal ethos on the content of the vision promoted in educational organizations. Finally, it explores the link between leaders' personal vision and the organizational vision they promote.
Design/methodology/approach
– Semi‐structured interviews were conducted with visionary educational leaders. These interviews were narrative in nature and aimed to explore the development process and the interrelation of personal and organizational vision in an educational framework.
Findings
– Data indicate that visionary educational leaders do not separate their personal vision from their organizational vision. Furthermore, the educational leaders interviewed told of formative experiences which affected their worldview and shaped their personal ethos. Personal ethos proved to be a key element in formulating the leaders' personal and organization vision. Four prominent factors emerged as central to the personal ethos of educational leaders: identity, culture and values, professional experience, and family.
Originality/value
– The findings suggest that educational leaders should engage in a process of self‐reflection in order to form a significant personal vision to which they can fully commit. Furthermore, the insights of leaders about what is important to them can enable an open dialogue with other organizational members and the development of a shared vision.
Illustrates some of the various ways principals may shape and change their school cultures. These cultures are composed of the shared norms, values, beliefs, and assumptions about the world of work that shape how people think, feel, and act. (BJV)
This paper reviews the characteristics of effective internship field experience and programs. The internship serves an important function in preparing educational administrators, as it bridges the gap between classroom practice and professional practice. Although the internship has been an integral component of many administrator preparation programs for years, data on program design and impact on future administrators are somewhat limited. While several program designs are possible, this paper concludes that administrative internships should include the following objectives: (1) to develop understanding of various leadership theories and options and human responses to them; (2) to develop a general understanding of different school and district organizational structures, procedures, and operations; (3) to develop specific knowledge in systems administration theories; (4) to provide diverse educational administration experiences; (5) to provide experience in management strategies, curriculum development, budget preparation, leadership development, and building/district operations; (6) to provide specific experience in programmatic and personnel evaluation; and (7) to help individual visions of school mission and specific strategies for communicating and actualizing these visions. Effective internships address the intern's strengths, weaknesses, knowledge base, and interpersonal skills; the internship site; the site and university supervisors' abilities and values; and the programmatic objectives. (14 references) (MLH/Author)
Shared vision is a component of leadership that fosters innovation through buy-in at all levels of the organization. At times, people see a need for innovation but do not have the power to make changes on their own. Many librarians in academic institutions that were early adopters of distance learning envisioned a need for new services that were tailored to off-campus students. This study examines shared vision among librarians through a content analysis of planning documents from early distance learning library programs. It offers a shared vision model relevant to the study and application of leadership.
While vision-based leadership, frequently referred to as transformational leadership in the education literature, is widely
regarded as critical to successful organization transformation, little research has been conducted into the relationship between
vision-based leadership and public school performance in Thailand. Derived from substantial literature, a model is proposed
to investigate if vision attributes (brevity, clarity, future orientation, stability, challenge, abstractness, and desirability
or ability to inspire) and content (relating to teacher and student satisfaction, and efficiency) are associated with higher
public school performance, while taking into account Principal, Teacher, & Organizational Factors. Future research directions
and managerial implications are also discussed.
Thesis (Ph. D.)--University of Texas at Austin, 2004. Vita. Includes bibliography: leaves 387-395. Photocopy.
The demand for more effective leadership is heard throughout the health professions. Modern concepts of leadership differ from the traditional definition of a charismatic individual leader. Historically, leadership has been vested in positions, while today leadership is seen as a role one moves continuously into and out of, depending on the circumstance. Leadership ideas have evolved so that newer characteristics of leaders include being a team builder; possessing creative and strategic thinking skills; demonstrating honesty and integrity; and having the ability to motivate others to action. This article discusses some of the history of leadership, current thoughts on attributes of effective leaders, and the differences and similarities between leaders and managers; identifies selected teachable leadership tools; and describes various styles and purposes of existing leadership programs.
This paper reviews principal effectiveness research and suggests measures that might promote effective principalship. The first section discusses principals' behavior patterns and conditions bearing on their effectiveness. Topics examined include role ambiguity, goal setting behavior, leadership and initiative, management behaviors, instructional management, symbolic leadership, personal characteristics, leadership styles, and situational influences. The second section proposes that states and school districts facilitate principals effectiveness by (1) giving principals a greater role in educational improvement programs; (2) selecting principals according to precise and explicit competencies while recognizing the symbolic importance of selection, using behavioral measures derived from such programs as internships and assessment centers, and matching principals to schools; (3) providing more relevant preservice and inservice training; and (4) improving school districts' organization and management by articulating districtwide goals while preserving school autonomy, and by developing comprehensive evaluation systems. Incentive programs are proposed as one means of supporting effective principals. (MCG)
Vaill maintains that clarifying an organization's purposes is a prominent feature of all high-performing systems (HPSs). He defines HPSs as human systems that are doing dramatically better than other systems as measured by one or more criteria. Ten years' research on such systems is summarized in eight broad categories: (1) clarity of purposes, (2) member motivation, (3) teamwork, (4) leadership, (5) technology and innovation, (6) boundedness from the environment, (7) relationship to the environment, and (8) the unique ways in which the system "jells." HPSs are treated as unusually fertile settings for understanding how leaders of human systems engage in what is called "purposing"--a continuous stream of actions that has the effect of inducing clarity, consensus, and commitment regarding the organization's basic purposes. The article explores the personal qualities that enable HPS leaders to define and maintain a clear sense of purpose among all systems members. Three major characteristics are ascribed to such leaders: (1) the willingness to invest large amounts of time in the system, both in the sense of hour-to-hour and day-to-day time and in the sense of year-to-year and even decade-to-decade time; (2) the ability to develop and express deep feeling about the system, its purposes, the people in it, its history, and its future; and (3) the ability to focus on the issues and variables in the system that really make a difference in its performance. This is the Time-Feeling-Focus theory of HPS leadership.
A rather large gap exists between the conventional wisdom on management functions, tools, and systems on the one hand and actual managerial behavior on the other. The former is usually discussed in terms of planning, controlling, staffing, organizing, and directing; the latter is characterized by long hours, fragmented episodes, and oral communication. Actual behavior, as a study of successful general managers shows, looks less systematic, more informal, less reflective, more reactive, less well organized, and more frivolous than a student of strategic planning systems, MIS, or organizational design would ever expect. The gap is important and disturbing for many reasons. First of all, it raises serious questions about the kind of formal planning, performance appraisal, and other systems that are commonly in use today. In a similar way, it raises questions about management education, which usually relies heavily on management "theory" and which is currently producing more than 60,000 new MBAs each year. Furthermore, the gap makes it difficult for executives to coach younger managers and makes it hard for them to know how they might improve their own effectiveness.
Principal centered professional development. Paper presented at the annual meeting of American Educational Research Association
- R Barth
Florida principal competencies: basic and high performing
- Florida Council
- Management
Presentation at annual meeting of American Society for Training and Development
- N Herrmann
Visionary leaders. Paper presented at the annual meeting of the World Future Society
- A L Manasse
- J Bassler
- U James
The Mintzberg method: What have we really learned?
- N Pitner
Informal remarks made at meeting of Friends of Education
- R Barth