As an Educator, I am a Leader: Theory Characteristics and Traits

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As an Educator, I am a Leader:

Theory Characteristics and Traits

 Situational Leadership requires flexibility, empathy and sympathy on the part of the leader in that it requires them to adjust their style, of which may not be their natural way of leadership.

Contingency Theory includes a leader’s motivation, be they motivated by task or relationship and how that impacts the leader’s interaction with the situation and the follower (Burns, Sorenson, Goethals, 2004).  Due to the fact that this theory is focused on what the leader brings to the table, it allows them to lead naturally.  Finally, proof of effectiveness of the Contingency model relies primarily on group performance (Fiedler, 1978)

            Transformational Leadership includes inspiration, transaction, individual focus, critical thought encouragement, purpose clarity and/or setting the example.  Additional elements include the “Four I’s” of Individual Consideration, “Intellectual Stimulation Inspirational Motivation, Idealized Influence (Kessler, 2013; Sosik & Jung, 2010).

Authentic Leadership Theory (ALT) includes areas such as self-awareness, self-regulation, ethical standards, developmental focus (Gardner, Avolio, & Walumbwa, 2005) and involves a leader’s awareness of how they think and behave, of their values & morals, knowledge, strengths and operational context (Avolio, Gardner, Walumbwa, Luthans & May, 2004)

LMX theory does not focus on the specific characteristics of the leader, per se, but on the relationships between a leader and subordinates causing two “camps” in the team, the “in-group” of which the relationship with the leader is fair, and the “out-group” of which the relationship is minimal.  (Power, 2013). 

Using Path-Goal Theory, leaders choose to be directive, achievement-oriented, supportive or participative toward the subordinate depending on the task, subordinate characteristics and the nature of the subordinates group (Burns, Sorenson, Goethals, 2004). This theory is influenced by motivational theories such as Vroom’s Expectancy Theory (1964) and the leader “sees themselves as guides and focus on helping others...”  (Maxwell, 2010).

Team Leadership is used to positively influence the individuals as to influence the team in the “four areas of cognition, motivation, affect, & coordination” (Bailey & Clegg, 2007).

Self-reflection: Which of the characteristics tend to arise as I lead?

What effect does it have on influence? How can I adjust if needed?

  

References

Avolio, B., Gardner, W., Walumbwa, F., Luthans, F., & May, D. (2004).  Unlocking

     the mask: A look at the process by which authentic leaders impact follower attitudes and

     behaviors.  The leadership quarterly, 15(6), 801-823.

Bailey, J., & Clegg, S. (2007).  International encyclopedia of organization studies.  London:

     SAGE Publications, Inc.

Burns, J., Sorenson, G., Goethals, G., (2004).  Encyclopedia of leadership.  Thousand Oaks,

            Calif: SAGE Publications, Inc.

Fiedler, F. E., & Garcia, J. E. (1987). New approaches to effective leadership: Cognitive

resources and organizational performance. New York:Wiley.

Gardner, W. L., Avolio, B. J., & Walumbwa, F. O. (Eds.).  (2005). Authentic leadership theory

            and practice: Origins, effects and development (Vol. 3).  Elsevier.

Kessler, E. H. (2013).  Encyclopedia of management theory.  Thousand Oaks, California: SAGE

            Publications, Inc.

Maxwell, J. C. (2010).  Everyone communicates, few connect: What the most effective people do

Maxwell, J. C. (2018). NIV, Maxwell Leadership Bible. Thomas Nelson.

Power, R. L. (2013).  Leader-member exchange theory in higher and distance education.

            International Review of Research in Open and Distance Learning, 14(4), 1–9. 

Sosik, J., & Jung, D. (2010).  Full range leadership development: Pathways for people, profit,

            and planet.  Routledge.

Vroom, V. H. (1964).  Work and motivation.  New York: Wiley.