Max Weber's Theory Of Transformational Leadership

752 Words 4 Pages
After the industrial revolution and the emergence of giant corporations in Europe Max Weber realized the old aristocracies could not provide the new kind of leadership that was necessary to lead these corporations in the 20th century. Weber’s bureaucracy helped to eliminate the absolute power inherited by privileged social classes. He envisioned an organization that was rational, logical, impersonal, formal, predictable, and systematic (Owens & Valesky, 2015).
Leaders try to create organizations that are based on their convictions, on what they perceive as right. Therefore if leaders believe that bureaucracies create efficiency and productivity, they will focus on creating a bureaucratic environment. If they subscribe to the ideas of Theory
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Transformational leaders inspire their followers to make informed choices and voluntarily grant their leader power. In situations of power, followers can quickly withdraw the referent power given to these leaders; however, followers must have access to “alternative leaders from whom to freely choose, and they must have knowledge of alternative plans and programs they can embrace” (Owens & Valesky, 2015, p. 261). In educational institutions, where the school board chooses educational leaders, the transformational leadership theory would not be congruent to its operation and structure. Burn’s focus was on political leadership not educational leadership. Transformational leadership is now being incorporated in the coaching teams as many coaches use this leadership …show more content…
It arouses the follower’s commitment to the organization, transforming the positions of the follower and leader so that they become codependent on each other to attain success in the organization. . In educational institutions, I believe it is best for principals and practitioners to use frameworks that encourage and foster collaboration, cohesion, grow, and development and not merely a leader that encourages workers to complete their jobs. Sustainable leadership, transformative leadership, instructional leadership and pedagogical leadership are more appropriate leadership models for schools. Educational leaders argue there is no single model for succeeding in schools. While instructional leadership focuses on developing teachers in the classroom. According to Owens and Valesky (2015) sustainable leadership involves the development of deep learning that transcends the classroom, “in way that do not harm” (Owens & Valesky, 2015, p. 269). Carolyn Shields (2010) posited: transformative leadership critique’s transformational leadership and adds that leaders should move beyond education to a wider social context. It offers more “inclusive, equitable, and deeply democratic conception of education” (Shields, 2010, p.

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