Basic Theories of Educational Administration
Student: Dr. Freda Doster
This course encouraged the participant to examine their perspective on school-based leadership from an organizational behavior perspective. The following is an excerpt taken from a paper written to satisfy the requirements of this course.
�My Perspective on School Leadership�
In contemplating the basic theories of educational administration outlined in the course readings, I have come to the conclusion that leadership concepts are as diverse as those seeking to lead. Each individual brings to the table a variety of skills, talents, beliefs and behaviors, which directly impact leadership styles. Each of us has a basic understanding of the need for the skills outlined in the course readings. However, the degree to which we value each of these skills differs from one individual to the next. The extent to which we value these skills is dependent upon careful study and reflection regarding how these skills impact our individual abilities as leaders.
The course readings compiled by Blase (2005) provide insight into each of the basic theories of educational administration. Theories related to educational administration were broken into four categories which included: communication, motivation, conflict and the use of formal authority. The readings suggest that communication involves not only communicating expectations but also actively listening in order to more fully understand the needs of the organization and its members. Motivation is described as a means of offering support and expressing consideration for all members of the organization through the use of modeling. Conflict is described not as a negative concept, but rather as a strategy for sparking creativity and productivity. The use of formal authority is related in terms of its appropriateness for certain situations. For the purposes of this paper, I have identified two of the concepts which I feel most significantly impact my individual leadership style: motivation and conflict. Further, as I reflect upon these concepts, I will ponder the question �What are the possible outcomes of implementing motivation and conflict strategies for teachers, teaching and learning�?
First, I would like to reflect upon the concepts of motivation and conflict as they relate to my beliefs about leadership. As a school leader, I believe that I am only as effective as those with whom I work. I once read that the measure of an effective leader is not the degree of their effectiveness when they are present, but rather the degree to which they are effective when they are not present. This effectiveness can only be attained and maintained if one creates an environment which supports these expectations. I believe that this environment is created by motivating individuals to work as a collaborative unit, which continually offers encouragement, while also maintaining accountability. I believe that this is achieved by motivating individuals to lead themselves and by helping them to understand that conflict can be a healthy motivator.
As I reflect on school leadership and the concepts of motivation and conflict, several points of significance arise. In terms of motivation, I believe that the readings indicate that effective leaders are models, that they must communicate their expectations consistently and that they must be decisive in the decisions they make, as those decisions impact both teaching and learning. Blase and Kirby (1992) state that �because effective principals are careful to communicate expectations consistently, their message is generally the same to all teachers � during crisis situations, when immediate action is necessary to prevent further damage, or when asked for their help, these principals act quickly and decisively� (p. 53).
As a school leader, I believe that motivation is one of the areas most often ignored by leaders, as it is not always seen as a skill necessary for a successful organization. I believe that most leaders say they want their staffs to be happy, energized and motivated but too often we get caught up in the daily implementation of programs and the documentation necessary for accountability that we seldom address the emotional needs of the individuals around us. In ignoring these needs we are missing a critical component. I believe that the qualitative results of implementing motivational strategies have a significant impact on both teaching and learning and directly correlate to improved student achievement and success.
In much the same way, I believe that conflict is ignored by many leaders in the hope that it will resolve itself. The reality is that solving conflicts is never easy but it is always necessary. If asked, most people would likely say that they dislike conflict. I believe that this is a result of our viewing conflict only as a negative concept. Schmuck and Runkel (1995) stress the importance of working through conflict by using problem-solving skills, thus enabling the individuals experiencing the conflict to move on and develop a more collaborative relationship. �Conflict should be brought out into the open and managed by means of channels or occasions through which adversaries can introduce their conflicting claims into the business of the educational organization� (Schmuck & Runkel, 1995, p. 329). If conflict is viewed in this manner, it results in a clearer understanding of others� perspectives and opens the lines of communication between varying groups and individuals.
I believe that the readings indicate that effective leaders understand that conflict must be managed. If left unaddressed, conflict can become personal, �conflicts arising from functional differentiation are misunderstood as arising from someone�s personal incompetence� (Schmuck and Runkel, 1995, p. 331). Effective leaders also understand that problem-solving is necessary for collaborative relationships to develop. However, participants must be ready to address conflict if the problem-solving is to be successful (Schmuck & Runkel, 1995; and Maidment (1987). As a school leader, I believe it is my responsibility to ascertain when the individuals are ready to problem solve. It is also my responsibility to help them develop the communication skills, levels of trust and empathic understanding to make this problem-solving successful and productive.
In conclusion, I believe that today�s leader must review current data but must also look within themselves to identify those ideas which they value and which have the most significance for their own leadership style.
References
Blase, J. and Kirby, P. C. (1992). Bringing out the best in teachers. CA: Corwin Press, Inc.
Schmuck, R. and Runkel, P. J. (1995). The handbook of organizational development in schools and colleges, (4th Ed.) Prospect Heights, IL: Waveland Press.
Maidment, R. (1987). Conflict: A conversation about managing differences. Reston, VA: National Association of Secondary School Principals.