Session Information
26 SES 09 B, Key Challenges In Leaders‘ Training and Development. What Is „Really“ Important? (Part 1)
Symposium to be continued in 26 SES 10 B
Contribution
It is possible to find many leadership models in the literature and many practical constructs, which emerged as a response to unique organizational and social conditions. Additional insight into the purposes and functions allows better understanding of the origins and impact of different approaches to leadership (Leithwood, Jantzi, 2009). It is necessary to know conditions, purposes and functions shaping leadership, in order to design professional training and support the leadership process. It is also important to understand individuals, their theories, beliefs and their approaches to leadership. There are differences among external conditions and internal mental model impacting the processes of learning, development and daily practices (Mazurkiewicz, 2012). This how do we understand education and leadership, learning and development, respect and trust and other concepts, determines the outcome of the leaders’ actions. Many studies of the nature of successful leadership point to leaders who build shared vision, set high expectations, enhance teacher quality, establish effective teams, build strong relationship, and more (West-Burnham, 2013). Leaders’ behaviors may have significantly different outcomes because of the mental models of involved parties. The story of leadership is the story of relations between rational and relational (relation between people but also ideas and emotions), between logic and rationality and the recognition of human beings and their construction of reality, as being essentially emotional (West-Burnham, 2013). In the attempts to understand what drives leadership we need to balance focus among administrative, technical and formal competencies, moral approaches, emotions, and hidden assumptions. The key issue in designing professional training and support for leaders is focus on people’s moral choices, values, awareness and understanding of the owned theories. One hundred participants of the leadership training took part in group discussions and kept learning logs focusing on the question of awareness and values. The results will be presented in this paper.
References
Dumont, H., Istance, D. (2010) Analysing and designing learning environments for the 21st century, w: The Nature of Learning. Using Research To Inspire Practice, Dumont, H., Istance, D., Benavides, F. (red.), Centre for Educational Research and Innovation, OECD, Paris. Fink, D. (2005) Developing leaders for their future not our past, in: Coles, M.J. & Southworth, G., Developing Leaders. Creating the schools of tomorrow, Open University Press, Berkshire. Freire, P. (2001) Pedagogy of Freedom. Ethics, Democracy, and Civic Courage, Rowman & Littlefield Publishers Gobillot, E. (2009) Leadershift. Reinventing leadership for the age of mass collaboration, Kogan Page, London and Philadelphia. Littlefield Publishers, Inc., Boulder, New York, Oxford. Leithwood, K., Jantzi, D. (2009) Transformational Leadership, in: Davies, B. (Ed.) The Essentials of School Leadership, 2nd Edition, SAGE, Los Angeles, London, New Delhi, Singapore, Washington. Mazurkiewicz, G. (2012) Modele mentalne, Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków. West-Burnham, J. (2013) Contemporary issues in educational leadership, in: Brundrett, M. (Ed.), SAGE, Los Angeles, London, New Delhi, Singapore, Washington.
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