School Leadership that Works Essay

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Leadership involves a set of learnable experiences. Exceptional leaders are exceptional learners. This essay reviews some of the current literature related to effective leadership in education with a special focus on Marzano’s research on leadership “that works” (2005).
Most definitions of leadership involve four elements including process – a transaction between leader and followers, context – usually a group with a common purpose, influence – affect on group, and goal attainment – direction of influence (Northouse, 2004). Dr. Bernard Bass has published over 400 articles and written and edited nine books, all concentrating on leadership. Bass has developed a set of theories of how people become leaders. His trait theory says that some
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In the delegative style, the leader allows the employees to make the decision. However, the leader is still responsible for the decisions that are made. This style is used when employees are able to analyze the situation and determine what needs to be done and how to do it. The principal cannot possibly do everything. Priorities should be set and certain tasks delegated.
Marzano conducted a meta-analysis of 69 studies over the last 35 years, which reviewed teacher surveys of principal behaviors and student achievement. This analysis revealed that the principal can have a profound effect on the student achievement. An average correlation of .25 was computed between the leadership behavior of the principal and the average academic achievement of students in the school. Until Marzano’s study was completed, researchers had really questioned whether principals had any impact on student achievement. Marzano assigned a number to it. The study has indicated that if you increase the principal’s leadership ability by one standard deviation – from the 50th percentile to the 84th percentile – you will see an increase in student achievement from the 50th percentile to the 60th percentile. A correlation can also be seen in terms of school effectiveness. Typical students in effective schools as opposed to ineffective schools have a 44% difference (72% / 28%) in their passing rate on a test with an
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