The driving force behind becoming an effective leader is establishing a connection between one’s professional core values, leadership theories, and transformational practices. Throughout this course a variety of leadership theories were introduced and how to apply them as a future leader. Eztioni strategies and organization are used to get and keep staff engage was one of the first theories that were introduced. Those strategies were remunerative, coercive, and normative. Eztioni (1968) indicated remunerative strategy uses material objects or cash to obtain a certain outcome. When the district provides an additional supplement for a teacher that showed growth with their student on the End of the Grade Test is an example of remunerative. Coercive
…show more content…
Distributive leadership does not just focus on the individual, it examines the construction as a emergent property of interacting individuals (Caskey, 2010; Bennett, Wise, Wood, & Harvey, 2003) Distributive leadership is “the sharing, the spreading and the distributing of leadership work across individual and roles across the school organization” (Caskey, 2010; Smylie, Mayrowetz, Murphy, & Seashore Louis, 2007,470). A distributive leadership perspective offers an alternative way of thinking and working in schools by set aside leadership practice and by suggesting that leadership practice construct in the interactions between leaders, followers, and their situations. As an effective leader, it is my goal to empower my staff to take on leadership positions and collaborate when making important decision. When distributive leadership is effectively working within the building, the concept of leadership changes, and the focus is not just on the principal being the …show more content…
Transformational leadership within a building gears teachers towards being internally motivated to complete a task. The transformational leader and the teachers want to build upon the two working together towards a common goal. Leadership by building responds to a more powerful need such as esteem, achievement competence, autonomy, and self-actualization according to Sergiovanni (1990). Transformational leadership allows the leader to establish a climate that will enhance the opportunities for internal fulfillment and their human potential. Leadership by bonding allows the administrator and the teachers develop a set of shared values and commitments that bind them together in a common cause (Sergiovanni, 1990). An example of this is developing the vision and mission of the school or even working together to establish a new committee/club for staff/students. When the administrator and the teacher establish a relationship based on the leadership in bonding it has a lasting effect. Bonding provides the ability to connect the teachers’ mind and heart therefore creating a permanent relationship. By involving the bonding piece within the school improvement process it builds a relationship of trust and higher
Distributive leadership does not just focus on the individual, it examines the construction as a emergent property of interacting individuals (Caskey, 2010; Bennett, Wise, Wood, & Harvey, 2003) Distributive leadership is “the sharing, the spreading and the distributing of leadership work across individual and roles across the school organization” (Caskey, 2010; Smylie, Mayrowetz, Murphy, & Seashore Louis, 2007,470). A distributive leadership perspective offers an alternative way of thinking and working in schools by set aside leadership practice and by suggesting that leadership practice construct in the interactions between leaders, followers, and their situations. As an effective leader, it is my goal to empower my staff to take on leadership positions and collaborate when making important decision. When distributive leadership is effectively working within the building, the concept of leadership changes, and the focus is not just on the principal being the …show more content…
Transformational leadership within a building gears teachers towards being internally motivated to complete a task. The transformational leader and the teachers want to build upon the two working together towards a common goal. Leadership by building responds to a more powerful need such as esteem, achievement competence, autonomy, and self-actualization according to Sergiovanni (1990). Transformational leadership allows the leader to establish a climate that will enhance the opportunities for internal fulfillment and their human potential. Leadership by bonding allows the administrator and the teachers develop a set of shared values and commitments that bind them together in a common cause (Sergiovanni, 1990). An example of this is developing the vision and mission of the school or even working together to establish a new committee/club for staff/students. When the administrator and the teacher establish a relationship based on the leadership in bonding it has a lasting effect. Bonding provides the ability to connect the teachers’ mind and heart therefore creating a permanent relationship. By involving the bonding piece within the school improvement process it builds a relationship of trust and higher