Employing a phenomenological approach, this book explores the relational nature of education, Relational Leadership, and the organizational culture to provide a more sophisticated exploration of practice-based wisdom.
Author: David L. Giles
When is leadership not relational? When is education not relational? When is life not relational? Relationships always matter to our living, educating and leading. Relational Leadership in Education considers this ‘Relational Leadership’ within the context of education, critiquing the current ideological ‘context’ and contemporary understandings of its influence. Employing a phenomenological approach, this book explores the relational nature of education, Relational Leadership, and the organizational culture to provide a more sophisticated exploration of practice-based wisdom. It offers an extensive range of activities for further thinking on the experiential nature of Relational Leadership, grouped around a number of themes: Relational Leadership and sensibilities; organizational culture; professional development; curriculum, pedagogy and assessment; and the reconstruction of a postgraduate Educational Leadership and Management programme for experienced, emergent and aspiring leaders. ‘Relational Leadership’ is not about describing yet another style of leadership but rather about a relational way of being in leadership that utilizes refined relational sensibilities. ‘Relational Leadership’ is also a reminder of what is critical in a leader’s practice — leadership is always relational, and relationships are the essence of leadership.
This innovative book proposes a new model for comprehensive and effective leadership, drawn from the personal experiences and accounts of female educational leaders.
Author: Helen B. Regan
This innovative book proposes a new model for comprehensive and effective leadership, drawn from the personal experiences and accounts of female educational leaders. The authors demonstrate how women conceptualize and practice their educational leadership roles in ways that differ significantly from most of their male counterparts. In redefining these differences as 'relational leadership', Regan and Brooks suggest that the attributes and skills that women bring to leadership are accessible and valuable to female and male school leaders alike.
This book systematically elaborates Scott Eacott’s “relational” approach to organizational theory in education.
Author: Scott Eacott
This book systematically elaborates Scott Eacott’s “relational” approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. Eacott’s relational approach provides a distinctive, post-Bourdieusian variant of the relational sociological project. Shifting the focus of inquiry from entities (e.g., leaders, organizations) to organizing activity and recognizing how auctors generate – simultaneously emerging from and constitutive of – spatio-temporal conditions unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in the context of other approaches, the book stimulates intellectual debate among both relational sociologists and opponents of relational approaches. Beyond Leadership provides significant insights into the organizing of education. As it does not fit neatly into any one field, but instead blends educational administration and leadership, organizational studies, and relational sociology, among others, it charts new territory and promotes important dialogue and debate.
Forgiving one another One day the editor of a weekly newspaper called to ask
me to write an article in response to the accusation that there was a crisis in
leadership in higher education in Canada. A scholar had noted the number of ...
Author: Walter C. Wright, Jr.
Publisher: InterVarsity Press
Walter C. Wright develops a biblical management model that fosters an environment of active participation in an organization's mission. Foreword by Richard J. Mouw and Eugene H. Peterson.
A relational approach to leadership grounded in social constructionism of- fers
great potential for highlighting new ... leadership are great and the potential
impact on how we think about and construct leadership education programs has
yet to ...
Author: Mary Uhl-Bien
Leaders and followers live in a relational world—a world in which leadership occurs in complex webs of relationships and dynamically changing contexts. Despite this, our theories of leadership are grounded in assumptions of individuality and linear causality. If we are to advance understandings of leadership that have more relevance to the world of practice, we need to embed issues of relationality into leadership studies. This volume addresses this issue by bringing together, for the first time, a set of prominent scholars from different paradigmatic and disciplinary perspectives to engage in dialogue regarding how to meet the challenges of relationality in leadership research and practice. Included are cutting edge thinking, heated debate, and passionate perspectives on the issues at hand. The chapters reveal the varied and nuanced treatments of relationality that come from authors’ alternative paradigmatic (entity, constructionist, critical) views. Dialogue scholars—reacting to the chapters—engage in spirited debate regarding the commensurability (or incommensurability) of the paradigmatic approaches. The editors bring the dialogue together with introductory and concluding chapters that offer a framework for comparing and situating the competing assumptions and perspectives spanning the relational leadership landscape. Using paradigm interplay they unpack assumptions, and lay out a roadmap for relational leadership research. A key takeaway is that advancing relational leadership research requires multiple paradigmatic perspectives, and scholars who are conversant in the assumptions brought by these perspectives. The book is aimed at those who feel that much of current leadership thinking is missing the boat in today’s complex, relational world. It provides an essential resource for all leadership scholars and practitioners curious about the nature of research on leadership, both those with much research exposure and those new to the field.
The ability to work effectively with people has long been recognized among the most important attributes separating highly successful leaders from those who struggle to succeed.
Author: Greg R Weisenstein
The ability to work effectively with people has long been recognized among the most important attributes separating highly successful leaders from those who struggle to succeed. As a distinguished leader himself, Dr. Greg R. Weisenstein has drawn from his own experiences-and from some of the most successful leaders in education, business, and the military-to offer a wealth of information in his new book. He provides advice, strategies, and examples to assist aspiring, as well as practicing, leaders develop their own personal leadership styles that promote trust and commitment. This easy-to-read guide contains bits of wisdom on practically every page-wisdom that can be directly applied to any leadership position. Relational Leadership: Putting People First will help you positively engage a workforce, make ethical decisions, and avoid or overcome personnel issues that can jeopardize the organizational mission. Above all, you'll learn the importance of working effectively with all members of your organization.
Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion.
Author: Scott Eacott
Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.
Building highly developed teams: Focusing on shared leadership processes,
efficacy, trust, and performance. ... Leadership: Current theories, research, and
future directions. Annual Review of ... Journal of Leadership Education, 8, 135–
Author: Nicholas Clarke
The traditional idea of leadership as being about the solo, heroic leader has now run its course. A new way of thinking about leadership is now needed to address major challenges such as achieving greater social responsibility, enhancing leadership capacity and recognising the importance of context as affecting how leadership occurs. Relational leadership offers a new perspective of leadership that addresses these challenges. At its core, relational leadership recognises leadership as centred in the relationships that form between both formal and informal leaders and those that follow them, far more so than the personality or behaviours of individual leaders. This book introduces readers to the most up-to-date research in this area and the differing theoretical perspectives that can help us better understand leadership as a relational phenomenon. Important characteristics of effective leadership relationships such as trust, respect and mutuality are discussed, focusing on how they develop and how they bring about leadership effects. Specific forms of relational leadership such as shared leadership, responsible leadership, global team leadership and complexity leadership are addressed in subsequent chapters. The book is the first to examine recent ideas about how these new forms of relational leadership are put into practice as well as techniques, tools and strategies available to organisations to help do so. The inclusion of three detailed case studies is specifically designed to help readers understand many of the key concepts covered in the book, with key learning points emphasised. The book offers an excellent summary of the state-of-the-art topics in this new and exciting field of relational leadership.
"This edition of Exploring Leadership will inspire students to engage in deeper self-exploration about why they lead and how they can make a positive difference through their leadership.
Author: Susan R. Komives
Publisher: John Wiley & Sons
This third edition is a thoroughly revised and updated version of the bestselling text for undergraduate leadership courses. This book is designed for college students to help them understand that they are capable of being effective leaders and guide them in developing their leadership potential. The Relational Leadership Model (RLM) continues as the major focus in this edition, and the book includes stronger connections between the RLM dimensions and related concepts, as well as visual applications of the model. The third edition includes new student vignettes that demonstrate how the major concepts and theories can be applied. It also contains new material on social justice, conflict management, positive psychology, appreciative inquiry, emotional intelligence, and new self-assessment and reflection questionnaires. For those focused on the practice of leadership development, the third edition is part of a complete set that includes a Student Workbook, a Facilitation and Activity Guide for educators, and free downloadable instructional PowerPoint® slides. The Workbook is a student-focused companion to the book and the Facilitation and Activity Guide is designed for use by program leaders and educators.
These are questions facing leaders today and Understanding Leadership by Libby Nicholas and John West-Burnham can help find the answers, with an approach that is neither normative nor prescriptive but rather exploratory and developmental.
Author: Libby Nicholas
Publisher: Crown House Publishing Ltd
Are current leadership roles and relationships appropriate in a rapidly changing world? Do we need to rethink key assumptions about leaders and leadership? Are you confident about the appropriateness and effectiveness of your chosen leadership styles and behaviours? These are questions facing leaders today and Understanding Leadership by Libby Nicholas and John West-Burnham can help find the answers, with an approach that is neither normative nor prescriptive but rather exploratory and developmental. Applying research and case studies from inside and outside the educational canon, Libby and John challenge prevailing orthodoxies and invite readers to reflect on their personal understanding as the basis for translating theory into practice. All leadership behaviour is based on a number of fundamental personal assumptions about the nature of human relationships and the basis on which human organisations function. Understanding Leadership helps leaders make their implicit understanding explicit and so informs and aids development of professional practice. Effective leaders develop and grow by understanding their personal mindscape the mental map with which they make sense of the world and developing it through reflecting, exploring, testing and questioning. The usefulness of any map is determined partly by its scale and partly by the information it depicts. As leaders develop, so their personal mental maps become more sophisticated and more detailed. The purpose of this book is to help leaders understand and refine their maps through reflective self-awareness facilitating the journey to understanding leadership. Leadership is fundamentally concerned with the complexity of human relationships, performance, engagement and motivation leadership has to be seen as relational. Leadership involves emotional engagement and sophisticated interpersonal relationships. The idea of a hero-leader single-handedly transforming a school is perhaps not a particularly useful or relevant vision of effective leadership for today. Libby and John encourage leaders to arrive at their own working definition of effective leadership and analyse how the myriad of carefully examined models and case studies might apply in their own school context. The eight chapters are underpinned by the following themes, questions and points of reflection: why leadership?; creating a preferred future leading change; leadership as a moral activity; learning as the core purpose of school leadership; leading through collaboration and cooperation; building capacity sharing leadership; leading through relationships; and leadership and personal resilience. High performance, effective leadership can be truly transformational. Leadership cannot be taught; it has to be learnt. It could be argued that school leadership is primarily concerned with learning: the leader's own, and facilitating that of the children. Questioning, interrogating and analysing ideas and practice are fundamental to that learning process. Libby Nicholas and John West-Burnham prompt leaders to do just that. Suitable for school leaders at all levels head teachers, principals, assistant and deputy heads, middle leaders aspiring to senior roles and in all educational settings. The book will also be of interest to education system leaders chief education officers and directors of education and, indeed, anyone concerned with developing effective school leadership; for example, governors and trustees, CPD trainers, coaches and mentors.
A Seamless Paradigm for Relational Leadership David Wesley Ofumbi. Tolstikov-
Mast, Yulia. “Followership in Russia: Understanding Traditions and Exploring
Meaning of Current Reality.” Journal of Leadership Education . () –. Tutu ...
Author: David Wesley Ofumbi
Publisher: Wipf and Stock Publishers
The industrial era organizations used dualistic leadership theory, which regarded followers as objects of leaders' influence to socialize them into passive followership irrespective of context and outcome. Consequently, organizations focused on leadership and condemned active followership as a toxic behavior that sabotages organizational processes and outcomes. However, the emergence of relational leadership theory in the information era flattened organizational structure, which created a greater need for collaboration within and across sectors. In this new era, organizations cannot survive without responsible individuals who could be productive as both leaders and followers. As a result, organizations are experiencing high demand for active followership throughout organizational ranks, roles, and relationships. Nonetheless, since followership studies are still in their infancy, there is hardly any information on how followers develop and enact active followership. Whereas some studies established followership identity, role, and behaviors, and identified factors influencing their development, none has explored how they do so. This study offers a theory of followership development and enactment anchored in a seamless paradigm that can be used to expand leadership theory beyond dualistic tendencies that absolutized the differences among leadership variables despite their seamlessness. Therefore, it enhances organizational desire and capacity to develop and engage star followers effectively.
Praise for Exploring Leadership: Student Workbook "I would say that this is a must for all student leaders... the perfect companion to Exploring Leadership, complete with engaging activities and thoughtful prompts." —Vernon A. Wall, ...
Author: Wendy Wagner
Publisher: John Wiley & Sons
Exploring Leadership For College Students Who Want to Make a Difference, Student Workbook This companion to the third edition of Exploring Leadership is designed to help you deepen your understanding of leadership and develop your leadership potential. The workbook includes tools to enhance your exploration of the Relational Leadership Model, and exercises to guide your learning. You will discover how to lead with integrity and interact productively with teams and groups, develop a clear understanding of complex organizations, and cultivate strategies for dealing with change. In addition, the workbook includes provocative discussion questions, journal prompts, and space for reflective writing. Praise for Exploring Leadership: Student Workbook "I would say that this is a must for all student leaders... the perfect companion to Exploring Leadership, complete with engaging activities and thoughtful prompts." —Vernon A. Wall, director of business development, LeaderShape, Inc. "Just what the field of leadership education is craving! This workbook is filled with resources to situate the content in such a way that students will have the greatest opportunity to advance their understanding of the study and practice of leadership." —Craig Slack, assistant director, Adele H. Stamp Student Union – Center for Campus Life, University of Maryland; director, National Clearinghouse for Leadership Programs "This workbook reflects the collective expertise of the very best leadership educators from across the country. Whether used as a classroom supplement or as a facilitation tool in experiential cocurricular programs, the Student Workbook is a must-have and provides critical tools for personal development and leadership learning." —T.W. Cauthen III, assistant dean of students, The University of Georgia
Increasingly, educational leadership understand that there are important lessons to be learned internationally and globally. This book includes important research conceived from these perspectives.
Author: Jeffrey S. Brooks
The chapters in Urban Educational Leadership for Social Justice: International Perspectives constitute a collection of works that explore dynamics related to equity in multiple contexts. Authors examined these issues in Turkey, Egypt the United States, Thailand and at a global level by comparing and contrasting school leadership practice across borders. Considered as a whole, these papers explore various topics that will be at the forefront of educational research for years to come. Increasingly, educational leadership understand that there are important lessons to be learned internationally and globally. This book includes important research conceived from these perspectives. Our hope is that individually and collectively, they might contribute to our understanding of international and global issues in educational leadership and that they will extend, challenge and deepen extant lines of inquiry and begin others.
Do you want to become a mentor? Are you confused about exactly what mentoring is? Walter Wright is a firm believer in relational leadership. In this book, he shares his experiences both as a mentor and a mentoree.
Author: Walter Clifford Wright
Publisher: Authentic Media
Are you looking for a mentor? Do you want to become a mentor? Are you confused about exactly what mentoring is? Walter Wright is a firm believer in relational leadership. In this book, he shares his experiences both as a mentor and a mentoree. He provides useful analogies and stories about a mentoring relationship and points out some potential pitfalls. Choosing a mentor is an important decision, as is choosing to be a mentor. This book guides you through that choice, to forming a relationship and developing that relationship over the years. It shows you how the relationship can be mutually beneficial, with both mentor and mentoree growing in maturity and knowledge. Wright identifies some qualities that make a good mentor, what you should be looking for in a potential mentor, and what a mentor should be looking to develop in themselves. Reflecting on the character, heart, and hope of relational leadership, this book is useful for anyone considering becoming a mentor, whether in a church environment or in a business environment. It identifies some key questions that a mentor should ask of their mentoree and guides you through developing the mentoring relationship.
This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families.
Author: Iram Siraj
'This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience.' - Professor Margaret Carr, University of Waikato, New Zealand Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families. With theoretical, practical and research-informed perspectives, this book: Uses case studies to provide examples of effective leadership Integrates education and care with key practices in effective leadership Explores directional, collaborative, empowering and pedagogical leadership Offers readers opportunity to reflect upon their own leadership practices This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and children’s services. Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London. Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London.
Abstract: Educators wax eloquently about the importance of developing leaders, and establish a variety of high school student clubs that on the surface appear to develop leadership skills, but they do not seem to really provide students ...
Author: Babak Aminitehrani
Abstract: Educators wax eloquently about the importance of developing leaders, and establish a variety of high school student clubs that on the surface appear to develop leadership skills, but they do not seem to really provide students with a curriculum or meaningful opportunities to develop the skills and dispositions that are required to become leaders. The purpose of this qualitative study was to investigate and describe how high school students feel about leadership, that is, to see how high school students define leadership, to determine their motivation behind seeking out leadership opportunities, and to see what types of experiences high school students have with leadership on and off campus. This study was conducted using both document analysis and in-depth semi-structured interviews, while utilizing the theoretical framework of relational leadership. The 25 participants of this study were high school student leaders during the 2015-2016 school year who collectively represented 29 clubs at the same school site. Findings of this study reveal that participants' understanding of leadership includes setting the example for others, guiding and leading other people, reaching a common goal, and serving others. The school environment and female family members seem to be the most powerful influences on participants' understanding of leadership. Participants' motivation for seeking out leadership opportunities comprise of having a desire to help or guide others, desiring self-improvement, desiring to help change the school environment, or desiring to look good. Only a handful of participants actually participated in club-sponsored leadership development programs, though some of these programs appear to be inadequate for high school students. Participants did seem to develop some amount of leadership abilities as student leaders, though it appears this was primarily due to their observations or experiences, rather than to a formal leadership development program. Findings suggest that there is a connection between the level of relationship built between a student leader and club advisor, and the student leader's level of leadership development. This study provides recommendations for practice and policy that can support the development of leadership skills for high school students with support from club advisors, school administrators, and district level personnel.