Implications of the School Leadership for Handling Practical Administrative Problems

Abstract

Leadership is the process of influencing others to get the work done. It involves motivating, influencing, and directing individuals towards the attainment of long term organizational goals. A leader remains in the limelight. The success or failure of an organizational endeavour is attributed upon its leader. School leadership includes any individual in the school who has a decision-making role. These roles typically require an advanced degree, experience and some skills. These positions are the top paid positions in a school, but they also come with the most responsibility. These people are ultimately responsible for the successes and failures within their realm of administration. This paper helps you to define the term leader and leadership and it discusses about leadership in Educational administration. The main purpose of the study is to describe the nature and ways of leadership with special reference to the implications of school leadership for handling day to day practical administrative problems.

Renewing the Promise and Potential of School-Based Management

“…The participants were unanimous in the view that one of the crucial leadership tasks was to develop a context appropriate culture that supported innovation and quality teaching. Thamarasseri (2015) discussed the issues of school leaders solving practical administrative problems and his conclusion here finds useful parallels with the views expressed by the NSW principals.…”

Leadership in action : the influence of leadership practices on reform

“…Highly qualified professional educator, PK-12, in a public school who works with students in a whole class, small group (resource room) or one-onone setting (OECD, 2012). (Bass, 1981;Lalone, 2010;Leithwood, Louis, Anderson, & Wahlstrom, 2004;Leithwood, Day, Sammons, Harris, & Hopkins, 2005;Sergiovani, 2004) at any level (i.e., daycare, pre-K, K-12, career and technical education) and leading the instructional activities (Avolio, & Garner, 2005;Cuban, 2001;Tobin, 2014) of educators (Thamarasseri, 2015). These individuals hold decision-making roles (Leithwood, Louis, Anderson, & Whalstrom, 2004;Menon, 2014;Thamarasseri, 2015;Wallace Foundation, 2013) that influence achievement by providing direction in setting the school vision (Leithwood, 1994;Tobin, 2014 (Groom, McDaniels, & Fryer, 1977).…”

“…The original implementation of the CCSS was to occur in 2014-2015(NGA, 2010, but required a large-scale paradigm shift. The brain-based instructional approaches necessary to ensure all students achieved basic proficiency within the standards (ASCD, 2012) replaced old instructional pedagogies.…”