COURSE TITLE: Leadership in Educational Administration and Training
COURSE CODE: EDEA6309
CREDITS: 3
COURSE LEVEL: 6
PREREQUISITE: None
DURATION: 39 HOURS
1.Rationale:
In an effort to transform and mainstream the Technical and Vocational Education and Training (TVET) system in a sustainable manner, leaders and practitioners alike must be fully prepared to take on added responsibilities which are more demanding, complex and fluid in nature. However, there can be no success unless TVET systems have the capacity and capabilities to respond to the new demands that will be made on them. Primary among the capacity requirements is leadership which is transformational. Leaders at all levels of the TVET and WFD systems must be cognizant of the leadership styles, behaviours and practices which will either advance or impede their efforts. This course is intended to introduce TVET, WFD and other administrators and practitioners to the theories and principles of educational leadership. The emphasis of the course will be on providing the skills and knowledge to operate as leaders in a collegial, cooperative and mentoring model. Specifically, the knowledge of the TVET & WFD leaders in the age of change, transformation and uncertainties includes a complex array of theories, ideologies, skills, ethical principles, paradigms and practices which are applied to a diverse set of issues in educational leadership. Administrators, teachers/instructors and other advanced level workers are expected to understand these theories and principles and then use them to inform practice so as to enhance the effectiveness and productivity of their school, training and other organizations.
2.Course Objectives:
Participants should be able to:
2.1Analyze the various types and approaches to leadership as they relate to TVET and the workplace.
2.2Discuss the nature of leadership and leadership behaviours in TVET and the workplace.
2.3Analyse the characteristics and qualities of effective leaders for the TVET & WFD systems.
2.4Explain selected theories and practices of leadership in education.
2.5Demonstrate knowledge of how to apply leadership in order to achieve effective performance as a leader in the TVET & WFD systems.
3.Course Content:
Unit 1: Nature of Leadership and the Leadership Debate
Leadership defined
The Leadership Debate (nature, intelligence, personality, gender, birth order)
Classical theory perspective
Social system perspective
Open system theory
Effective school theory
Unit 2: Categories of Leadership
Instructional leadership
Participative leadership
Team leadership
Moral leadership
Transformational leadership
Managerial leadership
Emotional intelligence
Unit 3: Current Theories in Effective Leadership
Distributive leadership
Synergistic leadership theories
Vertical Dyad Linkage theory
Reciprocal influence theory
Substitutes for leadership
Unit 4: Leadership Traits
Traditional view on traits and leadership
Early study of leadership traits
Personality traits
Motivational Traits
Skills related traits
Applying trait theory to develop supervision and leadership skills
Unit 5: Leadership Behaviour and Styles
Foundation Studies on Leadership: Iowa, Ohio, Michigan
Leadership style continuum
Leadership grid
Three-dimensional leadership styles
Contingency and situational leadership
Unit 6: Transformational Leadership Models
Laissez-faire leadership
Transformational leadership
Transactional Leadership
Leadership Practice in a Loosely Coupled System
Leadership Practice in a Learning Organization
Unit 7: Qualities of High Performing TVET leaders and Administrators
The role of personal beliefs and philosophies
The role of personal qualities in effective performance
Building effective relationships with internal and external communities
Managing students’ academic performance and personal development
Building effective structures and systems to facilitate performance
Unit 8: Building and Applying Effective Supervision and Leadership
Networking with peers
Applying mentoring and coaching skills
Constructing and maintaining a learning community
Importance of the professional development process
Facilitation of curriculum, instruction and assessment
4.Teaching Methods:
Lecture, discussion, individual and group presentations
Use of cases and case studies
Online learning activities – (conferences, projects, etc.)
5.Assessment: On-Line Face-to-face
Contributions to conferences/forum 15%
Leading conferences/forum 15%
Case studies and reports (3) (1500 words) 15%
Individual presentations 15%
Minor Assignment (2000 words) 20% 20%
Major Assignment/Portfolio on Leadership
(3500 words) 50% 50%
Total 100% 100%
6.Text
Northouse, P.G. (2013). Leadership: theory and practice. (6th ed.). Thousand Oaks, Sage Publications, Inc.
Yukl, G. (2012). Leadership in organizations. (8th ed.). New York, NY: Prentice Hall
7.Main Reference
Bass, B, N. & Bass, R. (2008). The Bass Handbook of Leadership: Theories, research and managerial applications. (4th ed.). New York, NY: Free Press
8.Other References:
Amabile, T.M., Schatzel, E.A., Moneta, G.B., & Kramer, S.J. (2004). Leader behaviours and the work environment for creativity: Perceived leader support. Leadership Quarterly, 15, 5-32
Andeweg, R.B., & Van Den Berg, S.B. (2003). Linking birth order to political leadership: The impact of parents or sibling interaction? Political Psychology, 24 (3), 605-623.
Arrow, H., Poole, M.S., Henry, K.B., Wheelan, S., & Moreland, R.L. (2004). Time, change, and development: The temporal perspective on groups. Small Group Research, 35 (1) 73-105.
Balkundi, P., & Harrison. D.A. (2006). Ties, leaders and time in teams: strong inference and network structure’s effects on team visibility and performance. Academy of Management Journal, 49 (1), 305-325.
Bastick, Tony & Ezenne, Austin (Editors) (2003) Researching Change in Caribbean Education. Curriculum, Teaching and Administration. Kingston Department of Educational Studies, U.W.I.
Bastick, Tony & Ezenne, Austin (Editors) (2003) Teaching Caribbean Students. Research on Social Issues in the Caribbean and Abroad. Kingston: Department of Educational Studies, U.W.I.
Bazerman, M.H. (2005). Judgement in managerial decision making (6th ed.) (Short Document revision). New York: Wiley.
Brown, R. (2000). Group processes: dynamics within and between groups (2nd ed.) Oxford, UK: Blackwell.
Buchanan, L. (2002, August 1). The innovation factor: Inside the idea mill. Inc.
Cha, S.E., & Edmondson, A. C. (2006). When values backfire: Leadership, attribution, and disenchantment in a values-driven organization. Leadership Quarterly, 17, 57-78.
Charan, R., & Useem, J. (2002, May 27). Why companies fail. Fortune, 145 (11), 50-62.
Chance, P. (2009). Introduction to educational leadership and organizational behaviour
(2nd ed.). Eye on Education.
Clarke, J. C. (2004/5) Leadership Strategies for Effectiveness in Selected Secondary Schools in Jamaica. Journal of Education and Development in the Caribbean (p. 28 – 50).
Cronin, M., & Weingart, L. (2007). Representational gaps, information processing, and conflict in functionally diverse teams. Academy of Management Review, 32 (3), 761-773.
Cross, S.E., Bacon, P.L., & Morris, M.L. (2000). The relational-interdependent self-construal and relationships. Journal of Personality and Social Psychology, 78(4), pp. 791-808.
Csikszentmihalyi, M. (2003). Good business: Leadership, flow, and the making of meaning.
Viking Press, New York.
DeChurch, L.A., & Marks, M.A. (2006). Leadership in multiteam systems. Journal of Applied
Psychology, 91(2), 311-329.
Druskat, V.U., & Wheeler, J.V. (2004). How to lead a self-managing team. MIT Sloan
Management Review, 45(4), 65-71.
Duck, J.M., & Fielding, K.S. (1999). Leaders and subgroups: One of us or one of them? Group
Processes and Intergroup Relations, 2(3), 203-230.
Eagly, A. H., Johannesen-Schmidt, M.C., & Van Engen, M.L. (2003). Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing men and women. Psychological Bulletin, 129, 569-591.
Edmondson, A. (2003). Speaking up in the operating room: How team leaders promote learning in interdisciplinary action teams. Journal of Management Studies, 40(6), 1419-1452.
Epitropaki, O., & Martin, R. (2005). From ideal to real: A longitudinal study of the role of implicit leadership theories on leader-member exchanges and employee outcomes. Journal of Applied Psychology, 90(4), 659-676.
Ezenne, Austin (2007). Leadership and school improvement in the Caribbean. Mona Department of Educational Studies, UWI
Fenn, D. (2005, October). The remote control CEO. Inc., p.96.
Fishman, C. (1999). How teamwork took flight. Fast Company, 28, 188.
Gorton, R., Alston, J. A. & Snowden, P. (2007). School leadership and administration: important concepts, case studies and simulation. (7th ed.). San Francisco, California: McGraw Hill
Hackman¸ J.R. (2002). Leading teams: setting the stage for great performances. Boston: Harvard Business School Press.
Hackman J.R., & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30, 269-287.
Hedlund, J., Ilgen, D.R., & Hollenbeck J.R., (1998). Decision accuracy in computer-mediated versus face-to-face decision making teams. Organizational Behavior and Human Decision Processes, 76(1), 30-47.
Hoffmann, D.A., & Jones, L.M. (2005). Leadership, collective personality, and performance.
Journal of Applied Psychology, 90(3), 509-522.
Hsiao H. C., Chen, M. N. and Yang H. S. (2008) Leadership of Vocational High School Principals in Curriculum Development: A case study in Tiawan.
Kaagan, S.S. (1999). Leadership games: Experiential learning for organizational development. Thousand Oaks, CA: Sage.
Keller, R.T. (2006). Transformational leadership, initiating structure, and substitutes for leadership: a longitudinal study of research and development project team performance. Journal of Applied Psychology, 91(1), 202-210.
Krames, J.A. (2001). The Jack Welch lexicon of leadership: Over 250 terms, concepts, strategies & initiatives of the legendary leader. New York: McGraw-Hill.
LaFasto, F.M.J., & Larson, C.E. (2001). When teams work best: 6,000 team members and leaders tell what it takes to succeed. Newbury Park, CA: Sage.
Langfred, C.W. (2004). Too much of a good thing? Negative effects of high trust and individual autonomy in self-managing teams. Academy of Management Journal, 47(3), 385-399.
Larson, J.R., Foster-Fishman, P.G., & Franz, T.M. (1998). Leadership style and the discussion of shared and unshared information in decision-making groups. Personality and Social psychology Bulletin, 24(50, 482-495.
Leithwood, K. (2005). Understanding successful principal leadership: progress on broken front. Journal of Educational Administration, 43(6), 619 – 629.
Pearce, C.L., & Sims Jr., H.P. (2002). Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational and empowering leader behaviours. Group Dynamics: Theory, Research, and Practice, 6(2), pp. 172-197.
Sergiovanni, Thomas J, & Starratt, Robert J. (2000) Supervision: Human Perspectives. New York: Mc Graw-Hill.
Sherman, D.K., & Kim, H.S. (1988). Is there and “I” in team? The role of the self in group-serving judgments. Journal of Personality and Social Psychology, 88, 108-120.
Speck, M. (1998). The principal: building a learning organization. Columbus, OH: Prentice Hall
Thompson, Leigh (2007) Making the Team: A guide for managers, third edition, Prentice Hall.
Van Knippenberg, B., & Van Knippenberg, D. (2005). Leader self-sacrifice and leadership effectiveness: The moderating role of leader prototypicality. Journal of Applied Psychology, 90 (1), 25-37.
Von Hippel, E.A. (2005). Democratizing innovation. Cambridge, MA: MIT Press.
Wageman, R. (2001). How leaders foster self-managing tem effectiveness: Design choices versus hands-on coaching. Organization Science, 12(5), 559-77.
Wageman, R. (2002). Virtual process: Coaching the virtual team. In E.A. Mannix and R. Peterson (Eds), Understanding the dynamic organization. Hillsdale, NJ: LEA Press.
Wageman, R., & Hackman, J.R. (2005). When and how team leaders matter. Research in Organizational Behavior, 26, 37-74.
Wageman, R., & Hackman, J.R., & Lehman, E.V. (2005). The team diagnostic survey: Development of an instrument. The Journal of Applied Behavioral Science, 41(4), 373-398.
Wang, H., Law, K.S., Hackett, R.D., Wang, D., & Chen, Z.X. (2005). Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behaviour. Academy of Management Journal, 48, 420-432.
Weber, J. (2006, June 12). The leadership factory. Business Week, p. 60.
COURSE CODE: EDEA6309
CREDITS: 3
COURSE LEVEL: 6
PREREQUISITE: None
DURATION: 39 HOURS
1.Rationale:
In an effort to transform and mainstream the Technical and Vocational Education and Training (TVET) system in a sustainable manner, leaders and practitioners alike must be fully prepared to take on added responsibilities which are more demanding, complex and fluid in nature. However, there can be no success unless TVET systems have the capacity and capabilities to respond to the new demands that will be made on them. Primary among the capacity requirements is leadership which is transformational. Leaders at all levels of the TVET and WFD systems must be cognizant of the leadership styles, behaviours and practices which will either advance or impede their efforts. This course is intended to introduce TVET, WFD and other administrators and practitioners to the theories and principles of educational leadership. The emphasis of the course will be on providing the skills and knowledge to operate as leaders in a collegial, cooperative and mentoring model. Specifically, the knowledge of the TVET & WFD leaders in the age of change, transformation and uncertainties includes a complex array of theories, ideologies, skills, ethical principles, paradigms and practices which are applied to a diverse set of issues in educational leadership. Administrators, teachers/instructors and other advanced level workers are expected to understand these theories and principles and then use them to inform practice so as to enhance the effectiveness and productivity of their school, training and other organizations.
2.Course Objectives:
Participants should be able to:
2.1Analyze the various types and approaches to leadership as they relate to TVET and the workplace.
2.2Discuss the nature of leadership and leadership behaviours in TVET and the workplace.
2.3Analyse the characteristics and qualities of effective leaders for the TVET & WFD systems.
2.4Explain selected theories and practices of leadership in education.
2.5Demonstrate knowledge of how to apply leadership in order to achieve effective performance as a leader in the TVET & WFD systems.
3.Course Content:
Unit 1: Nature of Leadership and the Leadership Debate
Leadership defined
The Leadership Debate (nature, intelligence, personality, gender, birth order)
Classical theory perspective
Social system perspective
Open system theory
Effective school theory
Unit 2: Categories of Leadership
Instructional leadership
Participative leadership
Team leadership
Moral leadership
Transformational leadership
Managerial leadership
Emotional intelligence
Unit 3: Current Theories in Effective Leadership
Distributive leadership
Synergistic leadership theories
Vertical Dyad Linkage theory
Reciprocal influence theory
Substitutes for leadership
Unit 4: Leadership Traits
Traditional view on traits and leadership
Early study of leadership traits
Personality traits
Motivational Traits
Skills related traits
Applying trait theory to develop supervision and leadership skills
Unit 5: Leadership Behaviour and Styles
Foundation Studies on Leadership: Iowa, Ohio, Michigan
Leadership style continuum
Leadership grid
Three-dimensional leadership styles
Contingency and situational leadership
Unit 6: Transformational Leadership Models
Laissez-faire leadership
Transformational leadership
Transactional Leadership
Leadership Practice in a Loosely Coupled System
Leadership Practice in a Learning Organization
Unit 7: Qualities of High Performing TVET leaders and Administrators
The role of personal beliefs and philosophies
The role of personal qualities in effective performance
Building effective relationships with internal and external communities
Managing students’ academic performance and personal development
Building effective structures and systems to facilitate performance
Unit 8: Building and Applying Effective Supervision and Leadership
Networking with peers
Applying mentoring and coaching skills
Constructing and maintaining a learning community
Importance of the professional development process
Facilitation of curriculum, instruction and assessment
4.Teaching Methods:
Lecture, discussion, individual and group presentations
Use of cases and case studies
Online learning activities – (conferences, projects, etc.)
5.Assessment: On-Line Face-to-face
Contributions to conferences/forum 15%
Leading conferences/forum 15%
Case studies and reports (3) (1500 words) 15%
Individual presentations 15%
Minor Assignment (2000 words) 20% 20%
Major Assignment/Portfolio on Leadership
(3500 words) 50% 50%
Total 100% 100%
6.Text
Northouse, P.G. (2013). Leadership: theory and practice. (6th ed.). Thousand Oaks, Sage Publications, Inc.
Yukl, G. (2012). Leadership in organizations. (8th ed.). New York, NY: Prentice Hall
7.Main Reference
Bass, B, N. & Bass, R. (2008). The Bass Handbook of Leadership: Theories, research and managerial applications. (4th ed.). New York, NY: Free Press
8.Other References:
Amabile, T.M., Schatzel, E.A., Moneta, G.B., & Kramer, S.J. (2004). Leader behaviours and the work environment for creativity: Perceived leader support. Leadership Quarterly, 15, 5-32
Andeweg, R.B., & Van Den Berg, S.B. (2003). Linking birth order to political leadership: The impact of parents or sibling interaction? Political Psychology, 24 (3), 605-623.
Arrow, H., Poole, M.S., Henry, K.B., Wheelan, S., & Moreland, R.L. (2004). Time, change, and development: The temporal perspective on groups. Small Group Research, 35 (1) 73-105.
Balkundi, P., & Harrison. D.A. (2006). Ties, leaders and time in teams: strong inference and network structure’s effects on team visibility and performance. Academy of Management Journal, 49 (1), 305-325.
Bastick, Tony & Ezenne, Austin (Editors) (2003) Researching Change in Caribbean Education. Curriculum, Teaching and Administration. Kingston Department of Educational Studies, U.W.I.
Bastick, Tony & Ezenne, Austin (Editors) (2003) Teaching Caribbean Students. Research on Social Issues in the Caribbean and Abroad. Kingston: Department of Educational Studies, U.W.I.
Bazerman, M.H. (2005). Judgement in managerial decision making (6th ed.) (Short Document revision). New York: Wiley.
Brown, R. (2000). Group processes: dynamics within and between groups (2nd ed.) Oxford, UK: Blackwell.
Buchanan, L. (2002, August 1). The innovation factor: Inside the idea mill. Inc.
Cha, S.E., & Edmondson, A. C. (2006). When values backfire: Leadership, attribution, and disenchantment in a values-driven organization. Leadership Quarterly, 17, 57-78.
Charan, R., & Useem, J. (2002, May 27). Why companies fail. Fortune, 145 (11), 50-62.
Chance, P. (2009). Introduction to educational leadership and organizational behaviour
(2nd ed.). Eye on Education.
Clarke, J. C. (2004/5) Leadership Strategies for Effectiveness in Selected Secondary Schools in Jamaica. Journal of Education and Development in the Caribbean (p. 28 – 50).
Cronin, M., & Weingart, L. (2007). Representational gaps, information processing, and conflict in functionally diverse teams. Academy of Management Review, 32 (3), 761-773.
Cross, S.E., Bacon, P.L., & Morris, M.L. (2000). The relational-interdependent self-construal and relationships. Journal of Personality and Social Psychology, 78(4), pp. 791-808.
Csikszentmihalyi, M. (2003). Good business: Leadership, flow, and the making of meaning.
Viking Press, New York.
DeChurch, L.A., & Marks, M.A. (2006). Leadership in multiteam systems. Journal of Applied
Psychology, 91(2), 311-329.
Druskat, V.U., & Wheeler, J.V. (2004). How to lead a self-managing team. MIT Sloan
Management Review, 45(4), 65-71.
Duck, J.M., & Fielding, K.S. (1999). Leaders and subgroups: One of us or one of them? Group
Processes and Intergroup Relations, 2(3), 203-230.
Eagly, A. H., Johannesen-Schmidt, M.C., & Van Engen, M.L. (2003). Transformational, transactional, and laissez-faire leadership styles: A meta-analysis comparing men and women. Psychological Bulletin, 129, 569-591.
Edmondson, A. (2003). Speaking up in the operating room: How team leaders promote learning in interdisciplinary action teams. Journal of Management Studies, 40(6), 1419-1452.
Epitropaki, O., & Martin, R. (2005). From ideal to real: A longitudinal study of the role of implicit leadership theories on leader-member exchanges and employee outcomes. Journal of Applied Psychology, 90(4), 659-676.
Ezenne, Austin (2007). Leadership and school improvement in the Caribbean. Mona Department of Educational Studies, UWI
Fenn, D. (2005, October). The remote control CEO. Inc., p.96.
Fishman, C. (1999). How teamwork took flight. Fast Company, 28, 188.
Gorton, R., Alston, J. A. & Snowden, P. (2007). School leadership and administration: important concepts, case studies and simulation. (7th ed.). San Francisco, California: McGraw Hill
Hackman¸ J.R. (2002). Leading teams: setting the stage for great performances. Boston: Harvard Business School Press.
Hackman J.R., & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30, 269-287.
Hedlund, J., Ilgen, D.R., & Hollenbeck J.R., (1998). Decision accuracy in computer-mediated versus face-to-face decision making teams. Organizational Behavior and Human Decision Processes, 76(1), 30-47.
Hoffmann, D.A., & Jones, L.M. (2005). Leadership, collective personality, and performance.
Journal of Applied Psychology, 90(3), 509-522.
Hsiao H. C., Chen, M. N. and Yang H. S. (2008) Leadership of Vocational High School Principals in Curriculum Development: A case study in Tiawan.
Kaagan, S.S. (1999). Leadership games: Experiential learning for organizational development. Thousand Oaks, CA: Sage.
Keller, R.T. (2006). Transformational leadership, initiating structure, and substitutes for leadership: a longitudinal study of research and development project team performance. Journal of Applied Psychology, 91(1), 202-210.
Krames, J.A. (2001). The Jack Welch lexicon of leadership: Over 250 terms, concepts, strategies & initiatives of the legendary leader. New York: McGraw-Hill.
LaFasto, F.M.J., & Larson, C.E. (2001). When teams work best: 6,000 team members and leaders tell what it takes to succeed. Newbury Park, CA: Sage.
Langfred, C.W. (2004). Too much of a good thing? Negative effects of high trust and individual autonomy in self-managing teams. Academy of Management Journal, 47(3), 385-399.
Larson, J.R., Foster-Fishman, P.G., & Franz, T.M. (1998). Leadership style and the discussion of shared and unshared information in decision-making groups. Personality and Social psychology Bulletin, 24(50, 482-495.
Leithwood, K. (2005). Understanding successful principal leadership: progress on broken front. Journal of Educational Administration, 43(6), 619 – 629.
Pearce, C.L., & Sims Jr., H.P. (2002). Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational and empowering leader behaviours. Group Dynamics: Theory, Research, and Practice, 6(2), pp. 172-197.
Sergiovanni, Thomas J, & Starratt, Robert J. (2000) Supervision: Human Perspectives. New York: Mc Graw-Hill.
Sherman, D.K., & Kim, H.S. (1988). Is there and “I” in team? The role of the self in group-serving judgments. Journal of Personality and Social Psychology, 88, 108-120.
Speck, M. (1998). The principal: building a learning organization. Columbus, OH: Prentice Hall
Thompson, Leigh (2007) Making the Team: A guide for managers, third edition, Prentice Hall.
Van Knippenberg, B., & Van Knippenberg, D. (2005). Leader self-sacrifice and leadership effectiveness: The moderating role of leader prototypicality. Journal of Applied Psychology, 90 (1), 25-37.
Von Hippel, E.A. (2005). Democratizing innovation. Cambridge, MA: MIT Press.
Wageman, R. (2001). How leaders foster self-managing tem effectiveness: Design choices versus hands-on coaching. Organization Science, 12(5), 559-77.
Wageman, R. (2002). Virtual process: Coaching the virtual team. In E.A. Mannix and R. Peterson (Eds), Understanding the dynamic organization. Hillsdale, NJ: LEA Press.
Wageman, R., & Hackman, J.R. (2005). When and how team leaders matter. Research in Organizational Behavior, 26, 37-74.
Wageman, R., & Hackman, J.R., & Lehman, E.V. (2005). The team diagnostic survey: Development of an instrument. The Journal of Applied Behavioral Science, 41(4), 373-398.
Wang, H., Law, K.S., Hackett, R.D., Wang, D., & Chen, Z.X. (2005). Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behaviour. Academy of Management Journal, 48, 420-432.
Weber, J. (2006, June 12). The leadership factory. Business Week, p. 60.
- Lecturer: Carole Powell