Educational Leadership Essays

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    Teacher leadership: The things to consider and the roles to adopt Teacher leadership is not a very old concept in the field of education. It has been emerged after seeing the role of leadership in various other fields of the academics like science and engineering. However, despite the constant focus of research on this subject, the topic still lacks an appropriate definition and the context of the applications it provides is still not very much clear (Cranston, 2000). The efforts are being made for

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    the processes of control, and what ideological appeal justifies the system (Bailey, 2004). The theories or concepts of leadership such as the Great Man theory, collective leadership, and scholar-practitioner are ideas that transformed the way leaders lead. The comparisons of the leadership styles illustrated that direction does not change. Within the comparisons, leadership links from one theory or concept to another. Each theory or idea is a building block for what a leader needs to be successful

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    Women in Leadership Roles

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    the research on gender equity in educational leadership published since 1997until 2010. Even though women attaining jobs in school leadership has increased, women still do not fill administrative positions in comparison to men. The majority of research related to women and leadership examines the barriers women face in entering or moving up in the leadership hierarchy. Looking at the differences and similarities in how men and women take on and exercise leadership roles, the authors of the articles

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    Introduction There are a number of different theories of leadership styles applied in education today. One contingency style of leadership, which has triggered debate amongst scholars, is the path-goal theory wherein its primary aim is to align methodology with circumstances. The application of this theory can lead to a number of improvements in the educational setting which include increased motivation, satisfaction, and capacity. Although this theory has been in existence for more than

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    (1990) ‘A study of the characteristics of effective leadership behaviour of secondary school Principals’, Maharaja Sayajirao University of Baroda. Cited in MB. Buch Fifth Survey of Educational Research (Vol. II) NCERT, New Delhi, Pp.879-880. DFID (2000) ‘Poverty Elimination and the Empowerment of Women Gender Inequality poverty and human Development’, UNESCO Publication. Diwan, R. (1993) ‘PhD (Education) in MB. Buch Sixth Survey of Educational Research’ (Vol. II) NCERT, New Delhi, Pp. 503-504.

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    Research Paper Does principal’s leadership style indirect influence students’ success in elementary schools? Introduction The leadership style of school’s principals in U.S. elementary schools plays an indirect role in the academic success of students when is implicit a transformational approach in the principal’s behavior. I mentioned indirect impact, because the truly direct impact is toward the teachers, which, as a transitivity effect, impact as well the academic achievement of their students

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    2016). Despite the stark contrast between Doctor Beninato’s corporate realm of dental firm management, and the educational realm which Doctor Theodore Burk, a biology professor at Creighton University resides within, the values of leadership expressed in Doctor Beninato’s wisdom mesh closely with those held by the biology professor. Amongst the numerous parallels in both men’s leadership styles and beliefs, however, a disconnect is apparent in the manner through which both leaders interact with and

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    the importance of effective leadership skills among tutors in order to promote student learning through quality instruction. As mentioned in the previous chapter, the realization of quality instruction is significant for many reasons. As such, this chapter reinforces the research question through a critical analysis of the existing literature with the aim of coming up with a different line of thought concerning leadership. The study could offer a new dimension of leadership perception that is appropriate

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    Leadership for Authentic Learning Introduction The purpose of this paper is to outline authentic learning in a Catholic school context and to put forward leadership approaches that school leaders can employ to help build a teacher’s capacity to provide authentic learning experiences in their classroom. The moral dimension of leadership in this context will be explored as will a transformational leadership style, which can bring teachers together to achieve a common vision for learning. A further

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    Personal Vision Statement of Educational Leadership Jacquelyn Ewart Brandman University, EDAU 710 June 12, 2015 “You haven’t taught until they have learned.” – John Wooden Sitting in a classroom during the first course for my Administrative Credential, I still clearly recall the moment when I first heard that quote. I had been a classroom teacher for over ten years and yet I had not necessarily thought of or articulated teaching and learning through this lens. This quote and the ensuing

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