Constituency Leadership: A Model for School Leaders.Reportar como inadecuado




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Principals must integrate information originating from many sectors among the schools' constituents. The degree to which constituent groups participate in school activities helps determine the quality of instruction and learning. Crucial to the role of administrator is a network of interactions between people and things, school board pressures and the needs of students, fiscal realities as instructional demands, and legal requirements and adoptions in curriculum. Critical to the success of a leader is empowering the leader-follower relationship to develop motivation through a sense of shared interests and needs. In interaction with constituent groups, effective leaders rely on intuition, sensitivity, information gathering, exploration of alternatives and solutions, and motivating group action. Professional responses to concerns are among the essential requirements for effective leadership. As teacher-leaders communicate effectively across bureaucratic levels, the consciousness of the group changes and teacher-leaders are increasingly empowered through active participation in professional networks with peers. The school administrator who plays a facilitating role in empowering the teacher leadership process can enhance the overall effectiveness of the leadership process. The principal as a leader of professional people must be skillful in dealing with many interpersonal issues and empowering broader professional initiative. Instructional leadership is strengthened through the inclusion of subordinate participants, followers, and leaders. (Contains 52 references.) (TEJ)

Descriptors: Administrator Effectiveness, Administrator Role, Elementary Secondary Education, Instructional Leadership, Leadership Effectiveness, Leadership Qualities, Leadership Responsibility, Middle Management, Participative Decision Making, Principals, Public Schools, Social Networks, Teacher Administrator Relationship, Teacher Participation











Autor: Strodl, Peter

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8006&id=ED355615







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