LEADERSHIP
Leadership is an art. It does not
belong to one individual, but belongs to the whole group and it is the centre
for the teaching and learning process and teacher is the leader. The
performance of the class depends upon the leadership style.
The leadership style is different.
It depends upon the views of the people. Kurd
Lewin and his followers Liftit and
White conducted the experiments of
leadership style and concluded that teacher’s leadership style and his behavior
will affect the intellectual and emotional development of the children.
Leadership as a process is the use of non-coercive influence to direct and
coordinate the activities of group members to meet a goal.
“Leadership is influencing people
to follow in the achievement of a common goal”.
Characteristics
of Class as a Group:
a.
Common
Goal: The class has a common goal. All the members
attempt to reach the goal decided by the school and the larger society. They
are bound together for common goal. The goal of the class is well defined.
b.
Organized
Structure: The class has a well-defined
structure. There is homogeneity in the group as regards their age, subject
background.
c.
Motivation:
It
is implied in the first characteristics of the group. The members the class are
motivated for the achievement of a common goal.
d. Leadership:
The class as a group has a leader. The functions of a leader are discharged by
the teacher.
Characteristics
of a classroom leader:
i.
The classroom leader should possess
the qualities of participative leadership i.e. the leader and the members of
the group form into one group or social unit.
ii.
He should not dominate or dictate
terms but persuade his classmates to participate and share their ideas.
iii.
He should identify himself with other
members of the group.
iv.
He should encourage group discussions
and collective decisions on matters related to their classroom activities.
v.
He should bring about desirable
changes in the light of the needed group and encourage freedom of thought and
action.
vi.
He acts as a mediator between the
class members and the teacher.
vii.
He should promote cohesiveness based
on mutual good will, understanding love and respect to make the class stronger
and united.
viii.
He should work for the success of the
class by sharing responsibility, accepting the ideas and suggestions of his
classmates.
ix.
He should encourage good inter
personal relationships and communication among the students and create a
healthy group climate.
x.
He should encourage the students to
have maximum cooperation and make them to strive to achieve the desired
objectives.
xi.
He should also possess good leadership
qualities like having good vision, passion and self-sacrifice confidence and
become a role model to other students.
TYPES OF LEADERSHIP
I.
Directive
Leadership:
In the directive
leadership, the leader provides structure to the work situation by establishing
specific expectations for the subordinates. He lets the subordinates to know
the goal, provides the needed guidance, schedules the work to be done and
insists for the standards of performance. The leader used force, authority,
domination and command on his followers. Therefore, this style is also known as
authoritarian style.
Advantages:
1. The
leadership provides goal of the organization moral, material and guidance.
2. The
leadership facilitates team work. All the members work together for the success
of the organization.
3. Members
focus their attention to reach the goals, as they are set by the leader in
advance. This creates positive attitude among the group or organization.
4. Even
through the directive of leadership appears to be very hard, it leads to
achievement and members feel proud of their success.
5. The
members develop loyalty to the work place and motivate them for devotion to
duty.
Disadvantages:
1. This
style of leadership causes inter group conflicts, frustration, especially when
the leader is not able to communicate the goals, objectives and give correct
direction to the flowers.
2. The
leadership develops liking on some and dislike on others, which create an
atmosphere of rivalry and status.
3. This
leadership style does not allow the growth and development of personality.
II.
Supportive
Leadership:
The
term supportive refers to help, sympathy and encouragement. The leader in this
style has friendly relationships and shows concern for the needs status and
well being of subordinates. The leader is approachable and keeps trust on the
followers. He treats all members as equals.
The management having supportive
leadership provides a climate to help employees grow and accomplish the things
in the interest of organization.
Management’s policy to support the
employee’s job performance rather than to simply support employees benefits
payments.
Support leadership creates a feeling or participation and task
involvement in the organization. Supportive leader identifies passive members
in the group and tries to understand their problems or attitudes and help them
grow in the organization.
The members in the group/organization will
be motivated to develop their abilities through the concern, appreciation and
encouragement by the supportive leadership.
This leadership style helps in solving many
problems of the students and teachers in the educational field and motivates
them to attain higher standards.
III.
Permissive
Leadership:
A leader of this
style actually avoids his authority and position and relinquishes to it
subordinates. This leader avoids responsibilities and power. The leader
delegates his entire authority to subordinates and expects them to perform his
duties and responsibilities, the leader may be lacking in self-confidence,
knowledge and also of a fear of failure. This type of leader takes very few
decisions and leave to a great extent to subordinates. This results a care free
attitude of the leader. The leader makes no attempt to set objectives, identify
problem or develop plans. Creative ideas developed by subordinates are rarely
implemented by the leader. As the leader does not give the direction to
subordinates in this style, objectives and plans may not be integrated with
those of other departments. This style of leadership benefits self motivated
team looking for new responsibilities and challenges.
DEVELOPING LEADERSHIP
Leadership skill development for the 14 to 19
year old age group requires guidance and direction from parents and other
caring adults. But how does a parent distinguish which youth programs offer
sound leadership development opportunities for adolescents. Researchers have
identified specific principles and practices that distinguish an effective
youth leadership program. Five commonly named principles that parents should be
aware of when selecting organizations, programs, camps, extracurricular
activities or special events that seek to foster leadership skills in
adolescent youth include.
i.
Leadership programs should help learn
specific knowledge and skills related to leadership for example communication,
teamwork, personal identity, professionalism and project management.
ii.
Programs should emphasize experimental
learning and provide opportunities for genuine leadership. Many organizations
have successfully used advocacy projects to give competence in planning,
organizing and carrying out a practical learning experience.
The youth identify an issue or a cause and explore resources to come up
with remedies or corrective action.
iii.
Youth are involved in collaborative
experiences, teamwork and networking with their peers and with adults.
Leadership opportunities should originate from partnerships in which youth are
in consultation with in cooperation with or in true partnership with adults.
iv.
Relationships with mentors, positive
role models or other nurturing and caring adults are available to youth
throughout the process. There should be significant and long term involvement
of caring adults to allow youth to form enduring relationships with one or more
adults.
v.
Youth are made aware of gain an
understanding of and learn tolerance toward other people’s cultures and other
societies. Parents cannot rely on public schools to provide a broad range of
civic education and leadership development.
Here are 5 qualities teens can
practice to enhance their leadership ability during their teen years and to
strengthen the skill as they approach adulthood.
1. Proactive: A
leader must take action and taking action is a habit. It is good to encourage
teens to take action on matters that are important to them. It is also good to
teach them that their actions can and do make a difference in the worlds.
2. Positive Thinker: A
positive attitude is extremely important. This too is a habit and optimists are
always more fun to follow than pessimists. Take a look at the type of attitude
at home and see how your teen is affected by it. Turn your home into a positive
environment so you can promote a positive attitude to your teen.
3. Have a Vision: Part
of being a leader means having a vision. The vision is a place where the leader
wants to go and to lead those that share his dream. Encourage your teen to be a
part of the community and be involved with current issues. This will lead to
inspiration for a vision and this vision will guide your teen’s purpose and
actions.
4. Motivate others to see the big
picture: To be a leader, one must be able to motivate those
around him/her to see the vision that he sees. The better the person’s ability
to communicate ideas to a team, the better his/her vision will sound to them.
Create opportunities for your teen to learn how to thoroughly describe the big
picture in his/her mind.
5. Team worker: A
successful leader arrives at the finish line together with his/her team and
gives credit to all team members. This increases the team’s respect for their
leader. Encourage your teen to share credit and other articles.
