Leadership in Education

A vital aspect in navigating organisational development is leadership, whether creating a new project, hiring competitive staff, or resolving conflict between two members of the team. Without leadership, future prospects appear bleak and this might lead to failure to reach its goals. The following reflection highlights leadership theories that are relevant in school reform and the role of leaders in school improvement.

Leading in the midst of inevitable change

In 2020, educational organisations were faced with challenges due to COVID-19 that prompted schools, universities, and training centres to shift to digital learning. At the time of writing, many countries are now experiencing inflation which could directly and indirectly impact individuals and organisations (J.P.Morgan Research, 2024). Harris and Jones (2019) claimed that leadership plays a key role in steering improvement and development in difficult circumstances. Educational organisations are expected to adapt to change and show resilience (Thwaite, 2022).  This aspect is evident in contingent leadership where a leader changes its style and adapt to its environment (Leithwood et al., 2011). Notman (2017) carried out a case study and posits that prinicipals are attentive to demanding situations within their schools and to a wider community. However, it is important to note that school reforms should not be a ‘quick fix’ which can be limited to short-term development (Cook & Collinson, 2006). Bush (2019) also argued that contingent leadership has the characteristic of not seeing the whole picture.

Additionally, one attribute in school leadership is intentional relationship not just within the organisation but also beyond the school context (Leithwood et al., 2004). This quality of leadership is observable in servant leadership. Lee et al (2019) conducted a meta-analysis study and found that servant leadership fosters positive behaviour leading a positive effect on organisational development. Servant leadership is about integration in the organisation and in the community (Nawaz et al., 2016). This leadership asserts that by prioritising the well-being of the team members, it will ultimately result in attaining long-term objectives (Hoch et al). Robinson (2019) also stated interpersonal virtue in leadership and highlighted this concept as a prerequisite in solving social problems. However, the challenge is its applicability with another cross-cultural context as it was coined in the United States (Eva et al., 2019). While servant leadership’s intention is achieving the organisation’s goal, its focus it to value the people first rather than directly prioritising the organisation’s objectives (Stone et al., 2003) .

It is believed that changes in schools pose challenges. Therefore, there is a need for a transformational leadership when the school is under challenging conditions  (Caesar, 2013). Bass and Riggio (2006) laid out this concept which is charismatic, inspires followers, intellectually stimulating, and individually considerate. Maringe and Sing (2019)  summarizes that transformational leaders create and relay vision for school, influence to maintain engagement and sustain interest, and utilise rewards to motivate. Braun et al. (2013) found in their analysis that transformational leadership, job satisfaction, performance, and trust are interconnected, and illustrated that it strengthens individual and team job satisfaction and performance. Similarly, Bakker et al. (2023) found a link connecting transformational leadership with work engagement and performance. Yet a significant drawback of this approach is its relevance in a larger organisation. Yukl (1999) argued that transformational leadership is individual-focus and its influence is not well-explained in group processes. Moreover, due to its form of being charismatic, transformational leadership can be a tool for manipulation (Bush, 2019).

Finally, one characteristic of leadership is getting people involved especially in school reform (Fullan, 2020). This concept manifests in distributed leadership.  Distributed leadership is known for its culture of collaboration and that teachers and staff have essential contributions to leadership (Grigg, 2016). Due to its shared responsibility and purpose, it has a positive impact in transforming teaching and learning in the context of blended and flexible learning (Keppell et al., 2010). Harris (2013) mentioned evidences in which distributed leadership correlates with specific organisational factors, such as staff morale, which in turn, affects student behaviour and learning outcomes. Day, et al. (2009) also stressed the relationship between distributed tasks and improved organisational results. Yet the challenge in distributed leadership is how can it be effectively maximised (Harris & Spillane, 2008). Harris and Deflaminis (2016) also argued that there is a notion from critics that distributed leadership can be a vehicle to urge teachers to have more responsibilities, which can be a type of exploitative leadership.

Leading towards school improvement

Hopkins (1994) established that ‘school improvement is the process through which schools adapt external changes to internal purpose’ (p.14). Maintaining quality in education while grappling with challenges of the COVID-19 and integrating new policies have put pressure to school leaders (Fotheringham et al., 2021). In this case, it is vital to reflect on Day et al. (2011) who explored the role of leaders in school improvement found in 20 case studies and elaborated four key categories that require reinforcement from the principals:

• ‘Setting directions’
• ‘Developing people’
• ‘Refining and aligning the organization’
• ‘Improving teaching and learning’ (p.109)

School visions should be the foundation of the school as it sets the directions of the organisation.  Fullan (2009) revealed that to achieve a shared purpose, the Professional Learning Community has established a clear and engaging vision for the betterment of schools. He further articulated that school leaders lead with vision that shapes the future of all learners. Despite the difficult situation, leaders with vision can make a significant change. Harris and Jones (2019) underscored that leaders who are in challenging context but set clear goals, along with building capacities, and concentrating in the quality of education, can achieve school improvement.

Improving schools often involves leader-led professional development as a key strategy. This includes enhancing the quality of the work of the teachers(Bell, 2019). McCann et al. (2012) contended that professional development goes beyond dissemination of information but it is ‘focused on advancing the quality of teaching and learning…and pursued through inquiry, application, and discovery’. During the pandemic, the systematic review from Bragg et al. (2021) exhibited that online professional development resulted improved pedagogical practices, self-efficacy, and beliefs about teaching. Similarly, Kalinowski et. al (2019) indicated that training, when strategically designed and implemented, helps teachers to change their view and practice, which in turn, beneficial for students.

Likewise, ‘school leadership can have a positive influence on school and student outcomes when it is distributed’ (Leithwood et al., 2020). Teachers have shared teaching practices through social networking and discussed suggested input on lessons with students (Grigg, 2016). Mathieu et al. (2020) reported in UNICEF brief that parents have a role in helping kids learn during pandemic, particularly in areas which access to technology is difficult. They further recommended government provision of parents’ workshops and learning materials. Moreover, Jones and Tymms (2014) stated that Ofsted’s efforts to enhance school improvement through inspection were found in establishing standards, providing feedback, use of sanctions and rewards, obtaining school data, and ensuring accountability to the public. Research also indicated that student agency contributes to a better learning outcome (Taub et al., 2020). Griggs (2016) highlighted that by giving opportunities for students to assess their own tasks, suggests co-agency and shows trust in students’ abilities.

Also, research demonstrated that teacher assistants, with proper training, play an integral part in inclusive education (Chambers & Forlin, 2015). However, they further highlighted that leaders should have the skills about implementing inclusive education by communicating clear roles to teachers and staff, supporting the training, and collaborating with stakeholders. Resources are also a critical aspect in providing quality in education. Addressing scarcity of resources and poverty is a challenging feat for school leaders (Harris & Jones, 2019). However, mitigating the impact of poverty in student achievement is never impossible. Grigg et al. (2014) reported that ‘there are schools throughout Wales who are making contribution in reducing the impact of poverty on the educational outcomes for disadvantaged children and young people’ (p.4). In the Philippines, there is a project called ‘Adopt A School Program Act’ where private companies provide learning materials to public school which strengthened during COVID-19 (Globe Telecom, 2016).

Teachers significantly contribute to improving learning outcomes. However, without the initiative of principals to lead in this aspect, certain goals could be difficult to achieve. Studies have shown that leadership approach contributes to teacher motivation.  Eyal and Roth (2011) found that the teachers’ view of principal’s leadership influence teachers’ motivation and working condition. There is also a link between motivation and confidence to teach diverse learners from preservice teachers (Whitaker & Valtierra, 2018). Further, one factor of improving quality is teacher evaluation. Performance management and appraisal of teacher is a critical aspect as it determines teaching quality and contributes to teacher’s development and career path, which influences hiring and retaining teachers (Middlewood, 2019).

According to Peterson and Peterson (2005), there are several expectations from school leaders in navigating performance management such as the quality of evaluation, quality control, and staff management. They further explained that teachers expect principals to manage issues such as teachers’ poor performance and behavior while parents expect them to hire excellent teachers. However, it is important to consider that this is just one part of a big picture on the work of teachers (Middlewood, 2019). Middlewood (2019) further argued that the challenge with appraisal is the appraiser who is subjective and may show some biases. Kraft and Gilmour (2016) found that principals showed several unintended consequences which clouded the feedback principals shared. They also suggested on focusing evaluations strategically, decreasing operational duties, offering principal training, hiring instructional coaches, and establishing peer evaluation systems.

Conclusion

School leaders play a great role in school development. Leadership style shapes this event, with literature confirming its advantages. Leadership and management matter if the goal is quality and assurance. This is never easy to leaders yet school improvement can be achieved with clear vision, professional development, collaboration, and promoting excellent teaching and learning, all coupled with moral values.

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