Running head:
EDUCATIONAL LEADERSHIP PHILOSOPHY
Philosophy of Educational Leadership
Written by Julie A. McIntyre
California Baptist University
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Running head:
EDUCATIONAL LEADERSHIP PHILOSOPHY
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Leadership and Management Defined
Frequently, a person says the word manager to describe what a leader is really and vice
versa. Although in many instances, good managers can be good leaders. However, leadership
entails more than what is commonly associated with managing. The definitions of leadership can
be varied depending on the school of thought. Per Hanson (2003), there are three basic elements
(people, process and system) that make up leadership but a certain school of thought may have a
differing degree in which each plays a role (p. 7). I agree with Boles and Davenport’s definition of
leadership as “a process in which an individual takes initiative to assist a group to move toward
production goals that are acceptable, to maintain the group, and to dispose of these needs of
individuals that impelled them to join it.” (Boles and Davinport, 1975, p 153). I believe that good
leaders learn the strengths and weaknesses of their staff. Then they use this information to assign
teams and tasks based on employees’ skills. By utilizing the staffs’ strengths, it is to the advantage
of the whole group or organization. In order for an individual to want to take initiative a good
leader needs to develop a sense of community so that individuals feel as though they are valuable
assets to the organization.
Just as there are a vast number of definitions of leadership, there are also a plethora of
management definitions. When I think of management, I think of an individual or group that is an
overseer of all things, but at the same time task-oriented. They plan, staff, organize, control,
budget, and direct all things within an organization. To me this is the paper pusher. This is not a
bad thing, it is much needed to insure that an organization it runs at its optimal capacity.
Most individuals need to be lead while circumstances, situations, and programs need to be
managed. In order for an organization to be successful the person/s with authority need to be
skilled in both areas. Individuals that are good with leading people but are disorganized, manage
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tasks poorly, or do not follow through will quickly loose the support of their staff. Conversely, an
individual that is very task oriented, organized and great with following up, but lacks the social
skills needed to get other individual’s support will quickly be defeated because one person can not
do all of the work alone. It takes a team to make an organization successful. Likewise, in order for
a school to run successfully, the administration needs to have the skills to be a leader and the
ability to manage the tasks that are necessary to get the jobs done. E. Mark Hanson stated it best,
The concept of leader concentrates on two areas: the leader’s strategic vision about the
direction the organization should go, and the leader’s noncoercive skill at drawing
subordinates into the active pursuit of the strategic view. The concept of manager, on the
other hand, focuses on the nuts and bolts of making the organization work, such as hiring,
evaluating, distributing resources, and enforcing rules. As a footnote to the irony of
history, Richard Nixon points out that leaders “do the right thing” while managers “do
things right” (p. 155).
Both are vital parts of an administrator’s repertoire and one needs to be able to move fluidly in and
out of each as needed based on the situation at hand.
Leadership Theories
The theory that I identify the most with is the Social System Theory. Hanson (2003)
describes the Social System Theory as the birth of the “human relations philosophy” that arose as a
means to create harmony and reduce conflict (p. 6). The thinking behind this is that employees and
administrators would have open communication in the event of a problem and have less chance of
friction that may affect the productivity of the organization. According to Hanson, this takes into
account not only how people should behave in an organization, but also how they do behave (p. 6).
Although many people can be predictable, that is not always the case. Hanson further clarifies
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Social System Theory as “an organization that consists of collective groups (subsystems) that
collaborate to achieve system goals on some occasions and, on other occasions, that cooperate to
accomplish the goals of their own group” (p. 7). I have witnessed this within the site that I am
currently working. When a group of teachers collectively decided that they were not going to put
in the data into SESP (our IEP program) because they never had to do it before. The teachers were
attempting to accomplish their own goals. Additionally, Hanson (2003) further reports that Social
System Theory within a school as a multitude of interrelated subsystems that is made up of
numerous subsystem that are a part of a larger subsystem, which is part of another even larger
system (p. 52). I can identify with this at my current school site. There are many sub-groups
within the school I work at –including leadership, department chairs, school site council, each
content area group, and even teacher groups within a department. Just within the special education
department there are several subgroups from the life skills academy teachers, profound/medically
fragile teacher, strategies for success teachers, and teachers of the non-severely handicapped
students. All of these groups are a part of the dynamics of the school and, in turn, part of the
district as a whole.
Although I agree with many aspects of the Social System Theory, I also believe that no one
theory is the end all be all. I have found that the Open System and the Classical Theory have
relevant positive aspects as well. Hanson (2003) explains the Open System Theory is
“characterized by interlocking cycles of events within and between subsystems. That power is
diffused into the subsystems, which must differentiate and integrate their activities” (p. 131).
Although I can most identify with the social system, believe all of the theories have their
benefits and drawbacks. Within the field of education, I believe that a successful administrator is
one that has the ability to utilize what Hanson (2003) identifies as three of the main theories
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(open-system theory, social system theory, and classical theory) applying them based on the
situation at any given time (p. 332-335).
Leaders Role
Flexibly dealing with complex situations is a frequent demand of leaders. The leader’s
role is to be not only able to set goals but also guide others to work towards meeting the goals
through, having an understanding of their potential and how each individual can assist with the
betterment of an organization. A leader needs to understand the dynamics of the group and how to
best motivate and support the staff to achieve the organization’s goals. As Burlingame (1987)
points out, one needs to have the “intellectual ability to ascertain appropriate goals for the school,
to review possible alternatives, to weight consequences, and to select appropriate solutions” (p. 5).
Riverside County Office of Education (RCOE) was contracted by my school in meeting the needs
of the subgroups measured by the state testing because the school was in its seventh year of
program improvement. A representative from RCOE assisted the departments within the site to
implement the backwards planning model using an assessment instrument to identify the areas of
the student’s weaknesses and plan specific lessons to address those needs. In doing this, solutions
were found to strategically teach the most important content within the time constraints. I believe
that a leader needs to be able to set appropriate goals, and motivate employees, have high
expectation, as well as be in tune with the climate of the employees. When appropriate and
possible they should also consult with others in an organization before making decisions. Hanson
(2003) suggests the four types of leadership styles I believe good leaders need to implement,
depending on the situation. Directive leadership establishes expectations and gives structure to a
work environment. Supportive leadership is approachable and supportive of the needs of the
employees. Achievement-oriented leadership sets challenging goals with high expectations but
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also has confidence that the employees can obtain these goals. Participative leadership consults
with and considers the views of the employees when making decisions (p. 176).
How Leaders are Developed
I believe that leaders can be both born and made –that it is not just one or the other.
William Shakespeare put it best, “Some are born great, some achieve greatness, and some have
greatness thrust upon them” (Twelfth Night, Act II, Scene IV). Paul, Isaiah, and Jeremiah are an
example of born leaders. Paul declares in Galatians 1:18, “But when God, who set me apart from
birth and called me by his grace, was pleased to reveal his Son I me so that I might preach him
among the Gentiles…” (New International Version Study Bible, p. 1781). Isaiah similarly writes
in the book of Isaiah 49:1, “…Before I was born the Lord called me; from my birth he has made
mention of my name” (New International Version Study Bible, p. 1088). In Jeremiah 1:4-6 he
states, “The word of the Lord came to me, saying, Before I formed out in the womb I knew you,
before you were born I set you apart; I appointed you as a prophet to the nation” (New
International Version Study Bible, p. 1119).
There are many examples of individuals that were made leaders either by achieving
greatness or having greatness thrust upon them. In the book of 1 Samuel, chapters 16 and 17,
David is described as the good-looking youngest son of Jesse whom tended the sheep and was a
harp player. He was doing what he needed to do by taking care of the sheep when Samuel anointed
him king. In I Samuel 17:34-37, David argues, “Your servant has been keeping his father’s sheep.
When a lion or a bear came and carried off a sheep from the flock, I went after it, struck it and
rescued the sheep from its mouth. When it turned on me, I seized it by its hair, struck it and killed
it. Your servant has killed both lion and the bear; this uncircumcised Philistine will be like them,
because he has defied the armies of the living God. The Lord who delivered me from the paw of
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the lion and the paw of the bear will deliver me from the hand of this Philistine” Then David struck
and killed Goliath by slinging a stone at his head. This was a skill that David had practiced and
God blessed. (New International Version Study Bible, p. 401).
In the book of Genesis versus 37 – 50, Joseph is a good example of someone that had
greatness thrust upon him. Even though he went though many seasons of trials and tribulations
each time, he rose to a leadership position. In Genesis 39:2-4, Joseph was put in charge of
Potiphar’s house, Genesis 39:22, Joseph was put in charge of the prisoner and what was done
there, and in Genesis 41:40 he was placed in charge of all of Egypt.
While Moses should have been a born leader because both of his parents were Levites and
he was raised in Pharaoh’s home, his actions showed that he was not ready for the position of
authority for over forty years. It is not until Exodus 13:3 where Moses admonished the people to
remember that God had taken them out of Egypt and in Exodus 32:11 where Moses intercedes on
behalf of the people for their sin that Moses demonstrates a vision and true leadership qualities. I
believe that the key is not whether an individual was born, made or is even thrust into leadership
but what an individual does in that role that is imperative (New International Version Study Bible,
p. 105 and 135).
Authority and Power
The number one source of authority and power is God above all. With that base
understanding, within my current position, there are several individuals in authority. They include
the special education coordinator and program specialist that write my evaluation, the school site
principal that directs the leadership team (that assists in guiding and implementing the obligations
of the school), and the assistance principal that that I directly report to on a daily basis whom
oversees both guidance counselors and special education staff. Per Hanson (2003), “power is that
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ability to influence or impose ones will on another” (p. 87). All three of my current administrators
have demonstrated the ability to influence those that work for them in a positive way to support the
success of the student, staff, school, and in turn, the district. Hanson (2003) reports Max Weber’s
three types of authority: sanctity of tradition (social direction or right and wrong), character of the
leader (inspires loyalty and confidence), and based on supremacy of the law (p.18). Of the three
types of authority, the one that I would like to better develop is the character of the leader. I want
to be able to inspire those that work with me to be the best that they can as well as instill in them the
confidence that they can achieve great things.
A Leaders Primary Task, Skills and Predisposition
The primary tasks of a leader are to communicate a vision, manage resources, hold people
accountable and make difficult decisions. In order to properly discharge these tasks one would
have the ability to break down big ideas into achievable pieces, the skill of interpersonal
communication, the capacity to organize and the charisma to inspire and motivate others. Leaders
without these skills will find themselves encountering frequent challenges in which they lack the
skills or abilities to overcome including low work site mural, union grievances, and disunity.
Leaders with these skills are able to positively influence others, use their time efficiently and
prioritize the validity of the tasks that need to be tackled. By managing resources through the
effective use of time, money, people’s skills, and physical environment, problem situations are
mitigated. Thus, an administrator has fewer problems by being proactive and strategic with their
resources.
Not only a set of skills are needed, but I also believe that good leaders have a predisposed
set of characteristics. Some of these characteristics include inspiring and motivating other to strive
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to be the best that they can while supporting them in developing their skills. Having the ability to
be both personable and charismatic with the members of the staff in a genuine manner. An
individual must also have a servant’s heart. In my opinion, people can not be good leaders unless
they have the ability to serve others. A person that does not do these things will be perceived as
taking advantage of people, being too good to do some jobs, not caring, and manipulating
situations for their own advancement and/or taking credit for others accomplishments. Having a
predisposition to value people gives those people credit where due, does not make things more
than what they are and builds people up through the knowledge of individual’s areas of strengths
and building an organization on those abilities. By striving to lead with these innate qualities,
leaders present themselves in the manner that Jesus did. In the book of John chapter thirteen verses
three through fourteen, Jesus’ washing of the disciples’ feet speaks louder than any words. Then,
in verse 15 Jesus said, “I tell you the truth, no servant is greater than his master, nor is a messenger
greater than the one who sent him. Now that you know these things, you will be blessed if you do
them” (New International Version Study Bible, p.1623). Jesus being a great leader, not only had
the predisposition of a servant’s heart but was charismatic, inspiring, motivational, personable,
and genuine.
Essential Perspectives and Skills needed for Effective School Leader
The essential skill needed for an effective school leader to remain long term is the ability to
have balance. Conflict is not a bad thing. In fact, Hanson (2003) refers to Rahim organizational
conflict as a “… legitimate, inevitable, and even a positive indicator of effective organizational
management. It now recognized that conflict within certain limits is essential to productivity” (p.
260). Good conflict management is derived from anticipation and detection (Hanson, 2003, p.
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261). Hanson (2003) indicates, by having a prime connection between the individual’s
characteristics, job requirements, and structure of the organization can reduce the level of their
stress. The closer the connection the less chance of burn-out-producing dysfunctional stress (p.
266). This is where balance comes into play. Hanson (2003) describes that self-induced stress is
avoidable through physical relaxation, self-management, and lifestyles management (p. 267). In
order to have balance and not burnout, a leader would need to set healthy boundaries and
implement strategies to reduce their stress level so that they are able to be an effective long term
school leader.
Code of Ethics
Every successful leader should have a code of ethics to which they adhere to measure
themselves against. As a Christian and a member of the teaching profession, I believe that we are
called to a higher standard of behavior. Striker (2005) suggests that ethical reasoning is a skill that
requires a great deal of practice (p. xi). I believe that it is vital to have integrity, and demonstrate
both respect and professionalism. Exhibiting confidentiality with regards to personal information
related to staff or students is an essential. To the best of my ability, I honor my commitment to
students, staff, peers and supervisors. As a professional, I strongly believe in continued learning to
strive towards being a lifelong learner. As such, critically reflecting on a daily basis to improve
my practices is important to me. Of all of the areas above, demonstrating professionalism through
leading by example is the core of my code of ethics because it encompasses the others. I agree
with what my current assistant principal, Mike Rhodes often says, “If it is moral, legal, ethical and
doesn’t cause anyone harm, then I am good with it.” These are some of the values and principles
that make up my code of ethics.
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Unique Educational Leadership
Educational leadership, although it has many similarities with other venues of leadership,
has some things that makes it distinctive. Two critical ways that educational leadership is
distinctive is that it involves educating the future generation and it has the calling to a high moral
standard –unlike leadership within the corporate arena where the focus is usually on capitalism.
References
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Boles, H. & Davenport, J. (1975). Educational Administration as a Social Process. New York:
Harper & Row, p. 153.
Burlingame, M (1987) Images of Leadership in Effective Schools Literature in Instructional
Leadership: Concepts, Issues and Controversies. Boston: Allyn and Bacon, p. 5.
Hanson, E. M. (2003). Educational Administration and Organizational Behavior (5th ed.). Boston:
Allyn and Bacon.
Holy Bible: New International Version Study Bible (1985). Grand Rapids: The Zondervan
Corporation.
Shakespeare, William (1965). Twelfth Night or What You Will. New Haven and London: Yale
University Press, p. 48.
Striker, K.A., Haller, E.J., Soltis, J.F. (2005). The Ethics of School Administration (3rd ed.). New
York: Teachers College Press.