leadership qquality of teachers01

7/24/2019 Leadership Qquality of Teachers01

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Group Captain Md Afzal Hossain, psc

Head, Department of CSE, MIST


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SessionObjectives

Leadership-what it is

Identify the traits and skills of aneective leader

Key leadership theories

Successful Leadership: Why iportant!

"ow to be a Successful Leader#cadeic leadership

$ective acadeic leader$pathic leadership%he pro&le of an epathic acadeic

leader'e(ection


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"Leadership is a function of knowingyourself, having a vision that is well

communicated, building trust amongcolleagues, and taking efective actionto realize your own leadership potential."

Prof. Warren Bennis


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$arly %heories:

)reat *an %heoriesLeaders are exceptional people, born with innate

qualities, destined to lead

%rait %heoriesResearch on traits or qualities associated with

leadership are numerous. Traits are hard tomeasure. For example, how do we measurehonesty or interity!

Leadership Theory


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%raits"daptable to situations"lert to social en#ironment"mbitious and achie#ement

orientated"sserti#e$ooperati#e%ecisi#e%ependable

%ominant &desire to in'uenceothers()neretic &hih acti#ity le#el(Persistent*elf+condentTolerant of stress

Willin to assume responsibility

Skills $le#er &intellient( $onceptually s-illed $reati#e %iplomatic and tactful Fluent in spea-in nowledeable about

roup tas- /ranised &administrati#e

ability( Persuasi#e *ocially s-illed &sensible

and responsi#e(Stogdill, 197

Leadership Traits and Skills

Leaders will also use01nterity, 2onesty,

$ompassion, 3odesty


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+unctional %heories

" leader is concerned with the interaction of 4 areas0

%ask 5 oal settin, methods and process

%ea 5 e6ecti#e interaction7communication,clarify roles, team morale Individual 5 attention to beha#iour, feelins,

coachin

Leadership Theory

,ehaviourist %heories ,lake and *outon. *ana/erial/rid. 01234

8 Leaders beha#iour and actions, rather than their traitsand s-ills e.. production orientated or people orientated

8 %i6erent leadership beha#iours cateorised as

9leadership styles: e.. autocratic, persuasi#e,


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*ituational7$ontinency Leadership0Leadership style chanes accordin to the ;situation9 and inresponse to the indi#iduals bein manaed 5 their competencyand moti#ation

Leadership Theory+

Flexible


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%ransforational %heory &Bass and "#olio, (

Leaders inspire indi#iduals, de#elop trust, andencourae creati#ity and personal rowth

1ndi#iduals de#elop a sense of purpose to benetthe roup, oranisation or society.

This oes beyond their own self+interests and anexchane of rewards or reconition for e6ort orloyalty.

?ew Leadership

Theory


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$thical Leadership$*R, sustainability, equality, humanitarianismFour Ps + Purpose, People, Planet, Probity

&Rihteonous(

Leadership

Philosophies


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"Leadership is a function of knowingyourself, having a vision that is well

communicated, building trust amongcolleagues, and taking efective actionto realize your own leadership potential."

Prof. Warren Bennis


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$arly %heories:

)reat *an %heoriesLeaders are exceptional people, born with innate

qualities, destined to lead

%rait %heoriesResearch on traits or qualities associated with

leadership are numerous. Traits are hard to

measure. For example, how do we measurehonesty or interity!

Leadership Theory


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%raits"daptable to situations"lert to social en#ironment"mbitious and achie#ement

orientated"sserti#e$ooperati#e%ecisi#e%ependable

%ominant &desire to in'uenceothers()neretic &hih acti#ity le#el(Persistent*elf+condentTolerant of stress

Willin to assume responsibility

Skills $le#er &intellient( $onceptually s-illed $reati#e %iplomatic and tactful Fluent in spea-in nowledeable about

roup tas- /ranised &administrati#e

ability( Persuasi#e *ocially s-illed &sensible

and responsi#e(Stogdill, 197

Leadership Traits and Skills

Leaders will also use01nterity, 2onesty,

$ompassion, 3odesty


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%ransforational %heory &Bass and "#olio, (

Leaders inspire indi#iduals, de#elop trust, andencourae creati#ity and personal rowth

1ndi#iduals de#elop a sense of purpose to benetthe roup, oranisation or society.

This oes beyond their own self+interests and anexchane of rewards or reconition for e6ort orloyalty.

?ew Leadership

Theory


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2ow to Be a *uccessful

Leader0 )ssential )lements" successful leader will not only as- questions and

wrestle with their indi#idual and orani@ationalinterests, but will also as- the question0

ALeadership for what purpose and what pu!licgood#


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2ow to Be a *uccessful Leader0

*trateies3a-e your

expectations clearly-nown.

*hare your oals,#isions, moti#ations,and reasons.

i#e feedbac- about

contributions.Listen

Build team players.

Reward cooperationand hard wor-.

3aintain ood relations

with boss."ccept di#ersity.

"dmit your mista-es.

When you promise+

deli#er.Periodically, disenae

from daily pressures.

%on:t ta-e yourself tooseriously.


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2ow to Be a *uccessful

Leader0 $haracteristics%ri#e

2onesty and interity

Leadership moti#ation*elf+condence

$oniti#e ability7intellience

nowlede of the business

)motional intellienceFlexibility


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The "cademic LeaderC

2as no aenda except to facilitate.

1s enthusiastic about all students and teachers.

2as an open+minded manaement style.

1s transparent in decision ma-in.

Represents the school well to hiheradministration and to colleaues.

Pro#ides constructi#e feedbac-.

1s politically astute.

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The 3yth of )6ecti#e

LeadershipThere is a myth that anrani@ation can nd sal#ationthrouh eDcient manaement.Thus, the model of leadership is

one of omnicompetence0 thes-illed classroom practitionerplus curriculum leader, plustechnical expert, plus all themanifestations associated withbein the urehead.

1t is no wonder that so manyleaders in education see- earlyretirement or su6er a rane ofwor-+related illnesses.

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)6ecti#e "cademic Leaders

areC$ommitted andenthusiastic

$ompetent

Possess self+-nowlede

"uthentic

)mpathetic 5

communicate care

These characteristics become

interrelated. When we are not

empathic leaders, others around

us stop bein authentic, stop

brinin talent and enery into

the workplace, and stop usin

!eelins to support personal

work"related oals #$ooper %

Sawa!, 1&&7'.

1&


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The )mpathic "cademic Leader ac-nowledes

the teacher:s7sta6:s competence and #alue,

thereby creatin an atmosphere of reciprocal

i#in. When adults feel they i#e more to a

relationship than they et in return, they feel

distress and typically either reduce inputs &don:t

do lesson plans, come in late, miss meetins,careless wor-(, increase complaints &whiny

beha#iors,or end the relationship +quit tryin(.

()


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The Power of 1n'uence

1f you want to ha#e power in yourschool7district, then earn in'uence rather thandemand control.

1n'uence is only obtained throuh mutualrespect.

3utual respect must be initiated by the

leader.3utual respect is ained throuh the display

of empathy &fellow feelin7understandinothers( for others.

(1


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*esearch indicates that when leaders

model desired empathic beha+iors,

others are more likely to adopt thesebeha+iors themsel+es than when they

are merely told to beha+e in a certain

manner.

((


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The Payo6 of )mpathicLeadership

56When children feel safe. cared about. and

rela7ed they will learn ore. not less8 Our

children are able to /rapple with hi/her-order

thinkin/ 9uestions because they dont face the

petty disturbances that arise in ainstrea

schools8 We resolve con(icts as they coe up.thereby reducin/ the childrens distractions8;

(


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The Prole of an )mpathic "cademic Leader0$ttitude/pen, warm, relaxed, ood+humored, ensures

fairness, models and expects common courtesy,

explains how faculty7sta6 should wor- or beha#e in

an understandin way rather than critici@in

+re9uent siles. lots of eye-contact. /enerally

positive deeanor. e7pressive face which

shows eotions and can switch eotions 9uite

9uickly. can in(uence others eotions as well

Positi#e, encourain, expressi#e, clear directions and

explains the meanin of directi#es when necessary

(-


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The Prole of an )mpathic "cademic Leader0 %odyLanguage

Eses esture, animated, tactile, mo#es around, usesbody for emphasis and explanation

enerally ets closer to those he7she is spea-in to,less distance, less formality and pro#ides one+to+onesupport when possible e#en in a lare settin, mo#esaround quite a lot, sits down with the communitymembers, lowers whole body down below student:sle#el

nows and uses names frequently, listens carefully to

others, elicits understandin from them, echoes andaDrms their comments, tries to i#e a positi#eresponse but as-s them to elaborate or de#elopresponse if wea-, prompts and helps them whennecessary

(


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Trust beins with apersonal commitment torespect others, to ta-e

e#eryone seriously.Respect demands that we

rst reconi@e each other:sifts and strenths and

interests. /nly then can we(/


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"nyquestion!


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Than- you

leadership qquality of teachers01

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