Leadership Strategies for Effective School Management
Added on 2019-09-22
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Running head: CONTEXTUAL LEADERSHIP ANALYSISCONTEXTUAL LEADERSHIPANALYSIS
1CONTEXTUAL LEADERSHIP ANALYSISTable of ContentsIntroduction......................................................................................................................................2Identification and Description of Contextual Factors......................................................................3Ethnicity, Decile and Zoning...........................................................................................................3History of Scots College and its Staffing........................................................................................5Local Employment/Economic Factors............................................................................................6Relationship with other Schools......................................................................................................7Local Educational Politics or Policy Imperatives Impacting School..............................................7Issues Created by Contextual Factors for School and its Leadership..............................................8Critical Relationship between Leadership theory and Practice in School.......................................9Leadership and Management of Change....................................................................................10Future Innovation and Schools..................................................................................................10Active Leadership in Education.................................................................................................10Organization Based Change.......................................................................................................10Strategy Based Leadership.........................................................................................................11Present and Potential Response to Challenges Related to Leadership..........................................11Conclusion.....................................................................................................................................13REFERENCES..............................................................................................................................15
2CONTEXTUAL LEADERSHIP ANALYSISIntroductionConcept of leadership is high priority concern for most of the people in education sectornowadays. The reformers are dependent over the same. Leadership indeed is a growing industryas there is primal, cultural, servant, and constructivist, moral, transformational and instructionalleadership. There is no surprise in the fact that most of the people are making their living toutingthe latest insight regarding effective leadership in education. Ribbins (2001) states thatassociation in school effectiveness and leadership is accepted widely by most of the countries, bythe ministers of government who often rate the leadership quality like an important factor foreffective schools by not acknowledging or understanding that leaders in schools execute in acontext. The importance of this context and background is crucial to the outcome of school, butbehavior of the leaders has indirect impact over the performance of students. This paperevaluates various theories and models of leadership for discerning applicability, meaning andrelevance to schools of New Zealand. It previews distinguishing features and evolution ofleadership as well as compare the chosen models for determining the importance to context ofScots College in New Zealand to achieve effective schools. Various models of school leadershiphave evolved for suiting perceptions and demands and educational reforms as well as societalchange of the researcher of education who observe school like an organization on the basis ofcorporation-company model and portrayed high complexity and dynamism. All other researcherwho view school like a community which has network to interconnect people and associationsalong with different degrees and intensity of conflicting expectations and commitmentstherefore, developing an environment which is unique for every school. In this report, variouscontextual factors will be discussed. Issues created by contextual factors for institution or school
3CONTEXTUAL LEADERSHIP ANALYSISand its leadership will be discussed in subsequent paragraphs. Lastly, evaluation of responses tochallenges faced by leadership will also be highlighted in further paragraphs.Identification and Description of Contextual Factors In this section, the education system of New Zealand will be discussed in context of nature ofintake of student, school’s history and its staffing, local employment/economy factors,association with any other school and any local educational politics or policy imperatives whichhave influence over institution/school. The New Zealand’s education system is varied extremelyand is also the best in world. As per the scores, the education system there has highest value forscience, mathematics and literacy in the nation. The public system of education is the best andtop funded worldwide. New Zealand provides highest proportion of funding in public educationsystem all over the globe. Many indices are rating New Zealand to be the topmost nation all overthe globe for the education (Brandt, et al., 2003). Various things makes and develops uniquenessin New Zealand and distinguish it from all other developed nations which give education tochildren. The natives of New Zealand believe o give the education to everyone which theydeserve. Many schools which are private are there but as the nation is good to give the publicschools and institution the monies which they need, a lot of parents are happy to use publicsystem. Next reason is due to the fact that education based system concentrated over bothacademic and practical achievement. Public education framework of New Zealand concentratedon letting the children explore and be open mind therefore, allowing for learning the best waywhich they can. Ethnicity, Decile and Zoning Three kinds of secondary and primary schools are there which are public or state funded schools,religious schools which are state integrated and private schools which cost a huge amount every
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