Evaluating Leadership Theories for Effective School Environments

This report examines the concept of leadership in the education sector, emphasizing its importance and the various leadership models. It evaluates different theories and models of leadership for their applicability and relevance, particularly within the context of the New Zealand education system. The report discusses various contextual factors influencing schools, such as student intake, school history, staffing, local economy, and educational policies. It also analyzes issues created by these contextual factors for schools and their leadership, including ethnicity, zoning, and the history of specific institutions like Scots College. The report critiques the application of selected leadership models and explores the relationship between leadership theory and practice, offering insights into effective leadership strategies and challenges within the New Zealand educational landscape. The report underscores the need for leaders to understand the specific context of their schools and adapt leadership approaches accordingly, rather than relying on a one-size-fits-all model.

Intro (313)
Concept of leadership is high priority concern for most of the people in
education sector nowadays. The reformers are dependent over the same.
Leadership indeed is a growing industry as there is primal, cultural, servant,
and constructivist, moral, transformational and instructional leadership.
There is no surprise in the fact that most of the people are making their living
touting the latest insight regarding effective leadership in education. Ribbins
(2001) states that association in school effectiveness and leadership is accepted
widely by most of the countries, by the ministers of government who often
rate the leadership quality like an important factor for effective schools by not
acknowledging or understanding that leaders in schools execute in a context.
The importance of this context and background is crucial to the outcome of
school, but behavior of the leaders has indirect impact over the performance
of students. This paper evaluates various theories and models of leadership
for discerning applicability, meaning and relevance to small state xxx. It
previews distinguishing features and evolution of leadership as well as
compare the chosen models for determining the importance to context of xxx
to achieve effective schools. Various models of school leadership have evolved
for suiting perceptions and demands and educational reforms as well as
societal change of the researcher of education who observe school like an

organization on the basis of corporation-company model and portrayed high
complexity and dynamism. All other researcher who view school like a
community which has network to interconnect people and associations along
with different degrees and intensity of conflicting expectations and
commitments therefore, developing an environment which is unique for every
school. In this report, various contextual factors will be discussed. Issues
created by contextual factors for institution or school and its leadership will
be discussed in subsequent paragraphs. Lastly, evaluation of responses to
challenges faced by leadership will also be highlighted in further paragraphs.
Identification and description of Contextual Factors (241)
In this section, the education system of New Zealand will be discussed in
context of nature of intake 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 which have influence over
institution/school. The New Zealand’s education system is varied extremely
and is also the best in world. As per the scores, the education system there has
highest value for science, mathematics and literacy in the nation. The public
system of education is the best and top funded worldwide. New Zealand

provides highest proportion of funding in public education system all over the
globe. Many indices are rating New Zealand to be the topmost nation all over
the globe for the education. Various things makes and develops uniqueness in
New Zealand and distinguish it from all other developed nations which give
education to children. The natives of New Zealand believe o give the education
to everyone which they deserve. Many schools which are private are there but
as the nation is good to give the public schools and institution the monies
which they need, a lot of parents are happy to use public system. Next reason
is due to the fact that education based system concentrated over both
academic and practical achievement. Public education framework of New
Zealand concentrated on letting the children explore and be open mind
therefore, allowing for learning the best way which they can.
Ethnicity, Decile and Zoning (384)
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 year. Incredibly, Higher Education is
significant and eight universities are there all through the nation, as per 18
technology institutions as well as more than 600 schools for training are there

which can aid in specialized skills. Public schools or state funding schools are
free which have minor costs for uniforms, school supplies and books (if the
books are in use, as most of them are used in Schools of New Zealand. The
school which is attended by child is on the basis of their living as the divisions
are easily found. State-integrated schools which are religion based in which
there are a lot of schools which are religious that are integrated in structure of
public school. Of course, there are options and choices for the parents who
want their children to get religious education. Also, all these schools give their
students free access to every other item like uniforms, school supplies and less
cost of books.
Every year, the private schools have expenditure of around 4000 dollars to
28000 dollars. These can be religious and they can be academically more
intense and give options as per the wants of parents.
Various differences are there in secondary and primary schools which are
described below:
Primary school: most of the primary schools allows maximum 29 students for
every teacher and they are age-group between 6 years to 12 years. The
primary schools can include the pre-school who work on their own and there
is no requirement of Pre-schooling.

Secondary School is also known as college or high school and there are
maximum 23 students under one teacher and also can be 10 at maximum of
the school is state-integrated or private. Every secondary school make use of
practical curriculum for helping the students to prepare for higher education.
Higher Education is significant and also is very laid back. Though, if there is a
need for meeting vigorous needs and have to perform a specific task for
staying over student visa, there is a great education by not having cost of
mental health in process, a good advantage is there irrespective who the
person is.
Regarding ethnicity, Physical discipline like strapping, caning or smacking is
not permitted for children in New Zealand.
Therefore, the school punishments involve usually the extra work or detention
(being sustained even after school. It is not legal for anyone in New Zealand to
make use of force for disciplining the child. The parent can only make use of
force for preventing the child from any harm or danger but teacher cannot
make use of force for any situation. A regional services for community law has
great publication regarding children and the conduct of schools regarding
discipline of students.

History of Scots College and staffing of school (300)
Scots College in Wellington is world class and autonomous Presbyterian
Boarding school only for boys who are aged between 1 year to 13 years. Being
an international Business World School, this College provides vibrant
environment for learning for boys which encourage excellence for every facet
regarding the education. In this college, they create global citizens who are
socially aware, motivated, compassionate, balanced and equipped for life. The
motto of Scots College is to create an All Round Man through education and
emphasis the commitment towards holistic education as well as developing all-
rounder young people. The school strives for instilling a long term
commitment for learning in every student and give an environment that is
nurturing where young men can get their academic, social, cultural, physical
and spiritual potential for highest service and good to others. By giving the
students a lot of opportunities outside and inside the classrooms, they
encourage and motivate them not to recognize and explore only the diversity
and variety of their abilities and talents but for developing the essential skills
of leadership. Scots College is very proud for being only boys school. They
have a notion that boys always excel in the environment which is dedicated to
meet the specific needs. Also they have dedicated and excellent staff who is

working hard for encouraging and supporting their students. The significant
characteristics of college are academic support, personalized pastoral care,
tutor groups and small class sizes. The family of school is very strong and also
work in close gesture with parents for obtaining best outcome and result for
the children. At Scots college, the knowledge gained by students, the value
which is adopted by the students and friends which he makes at the time of his
school years may play a significant role to shape his future.
Local employment/economy factors (300)
Scots College helps to prepare the students in international region for
seamless movement to tertiary education. The senior students can choose from
among two international based recognized qualifications which are NCEA or
International Business Diploma. Both the qualifications give pathways for
Top most universities of New Zealand as well as all over the globe. Every year,
95 percent of students pave their way towards studying in universities. Tough
many are choosing for staying in New Zealand, a lot of students are making
option for the offshore study which includes Ivy League Organizations like
Cambridge, Oxford, MIT and Yale. New Zealand claims eight universities
which offer and provide various international based post and under graduate
courses. Each one of them respected internationally for the research and
academic performance. The environment which is highly competitive and

dynamic may cause the shortages of teaches which force the schools for
employing teachers who are Non-specialist. For instance, the teachers who
have done their graduation from the New Zealand based departments are
required for teaching the subjects where there is no training provided to them
like science or mathematics. The association between schools of New Zealand
and other schools is dependent on several factors. The initial factor involves
association between every school’s principal. The next factor involves
Ministry Of Education who may organize arrangement of cooperative work.
For example, if a teacher is there who is specialized in a specific educational
field, the ministry of education can make a request that the school may make
arrangement for him for training the teachers in all other schools.
Relationship with other schools (300)
Local educational politics or policy imperatives impacting school (300)
Issues created by contextual factors for school and its leadership (400)
Critical Relationship between Leadership theory and Practice in School.

New leadership models and concepts assert the understanding and knowledge
to promote shared vision instead of setting goals and accomplishing the tasks.
They are categorized as transcendental, transactional and transformational
visionary/charismatic. They share a common characteristics of leadership for
charismatic, inspirational and heroism style of leadership.
Theories give a platform of reinforcement and forcing of good practices
similarly the theories of leadership should be relevant to reinforce the good
practice and actions in education. According to Wayne and Holmes in 1989,
there is no specific and empirical theory designed for school and organization.
The leaders must not indulge in duplicating their experiments and experiences
in implementation of theory of leadership as a theory which works in one
segment may not be executed successfully in other segment especially in New
Zealand. Initially, the staff of school must be motivated by way of encouraging
the performance by giving rewards in every month and also explain others
regarding their performance in last/previous month and what all could be
improved. Also, the dedication of the teacher should be improved by making
them more participative in making opinions or giving suggestions for creating
a change which is positive for both the development of the school as well as
their personal development. Lastly, instead of concentrating on the activities

regarding their daily tasks, they should focus on addressing the big picture
relating to the future of the school and its development.
Theories provide the platform for good practices or reinforcement of good practices; likewise leadership
theories must be relevant for the reinforcement of good practice in education. But Holmes and Wayne
(1989) argue that there is no empirical proven theory of school organization and likewise for school
leaders. Ribbins (2001) also warns that if researchers of educational management or leadership turn to
organizational theory for guidance in an attempt to understand and manage educational institutions,
they will not find a single applicable theory but a multiplicity of approaches. 6. Critique of the
application of selected leadership models Traditional leadership theories were based on concepts of
schools as organizations, whereby leaders were expected to maintain functional stability within schools.
Then, the school leaders’ emphasis were on improvement in teaching and learning methods, resources
and school facilities, but that approach did not yield the expected outcomes (Cheng, 2002). The all-
powerful decision makers were productive in that stable world then (Daft, 1999). However, now in this
continuous changing society the search is for leaders who are partners, risk takers and facilitators.
Schools are viewed now as communities built on relationships, shared values and goals with clear vision
and the ability to communicate and build commitment to achieve these goals (Sergiovanni, 1994).
Present and potential response to challenges related to leadership
Conclusion (300)