Effective Questioning Strategies In The Classroom A Step-By-Step Approach Leadership Styles in the Classroom

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Leadership Styles in the Classroom

Leadership style is a broad term with no commonly accepted definition. In a sense, an individual’s leadership style is the totality of the way in which the leader interacts with his followers. This includes the way in which the leader provides general direction as well as specific instruction. This includes the way leaders communicate with followers and how they involve them in the work environment, the way and methods of giving direction, implementing plans, and motivating people.

Leadership styles are often used interchangeably with management styles, although there are many differences between true leaders and managers. On the one hand, all leaders are managers but not all managers are leaders. A significant difference can be seen in the followers. They respond to real leaders because they want to, not because they have to.

The question of whether teachers have leadership styles or management styles has not received as much attention as other topics seen as key to effective learning. However, whether we label them or not, teachers have characteristic ways of managing their students and their classrooms. Here are five leadership styles found in the classroom:

1. Autocratic Leader
2. Democratic Leader
3. Bureaucratic Leader
4. Good Leader
5. Transformational Leader

Autocratic Leader

Thinking of autocratic leadership conjures up images of strict and callous dictators, but in reality many autocratic leaders and teachers are very good people. What makes the style autocratic is the underlying assumption that the teacher knows best in all cases and in all circumstances, without exception.

Autocratic teachers may use group discussion methods, but the topics and discussion methods are strictly controlled by the teacher, with no input from the students.

Democratic Leader

In theory, this is the leadership style that is praised as the one that maximizes student engagement. The underlying assumption is that the students themselves, not just the teacher, have responsibility for managing their learning. In practice, many teachers seek input from students but retain the ultimate responsibility for making decisions for themselves. Even in the hands of a seasoned practitioner, it takes time to gather input and find something close to a group consensus.

Bureaucratic Leader

A bureaucratic leader follows the dictates of the school administration or corporate training hierarchy without question and without distinction. Lesson plans and workshop materials are developed according to acceptable institutional practice. If the powers that be feel a daily group discussion activity is allowed, the bureaucratic leader will not do more.

Good Leader

The hallmark of a good leader is good feelings and good will. The underlying assumption is that being friends with students will make them more receptive to teaching. Much of what passes for student-centered learning can be characterized as empathetic leadership on the part of the teacher. The teacher is there to serve as friend and mentor, allowing maximum freedom of individual choice and action.

Transformation Leader

As the title implies, transformational leaders are about change. Through a passionate belief in a vision of future possibilities, transformational leaders attempt to change the way their students think about themselves, their learning, and their expectations for the future. It requires a high degree of enthusiasm and energy on the part of the leader that is contagious. Students see the value of the vision and are willing to follow the leader towards achieving it.

This style seems almost fanatical in nature, but it has a strong academic foundation. James MacGregor Burns introduced the method in his 1978 book entitled Leadership. Researcher Bernard Bass expanded on the original work of Burns and presented what is now known as the Bass Theory of Transformational Leadership. He published his findings in the 1985 book, Leadership and Performance, and continued his leadership research until his death in 2007.

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