A transformational leader controls both his personal energy and the company’s overall energy. When making changes in organizational settings, one may observe the changes in action. The manager’s initiative loses steam across the company before returning with a wealth of implementation suggestions that breathe fresh life into the project, broaden its scope, include stakeholders, and advance its implementation. Additionally, the team’s overall energy level increases, making what appeared tough and nearly impossible yesterday extremely real. An excellent leader is someone who possesses the traits necessary to inspire regular people and encourage desired change. The leadership components, its repercussions, and conditions are becoming more and more important in the modern educational system, making its development closely connected with the type of leadership exercised.
Effective leaders always have personal objectives, desires, and beliefs that align with those of the group, but they also show genuine support for those goals. An effective leader may persuade their team to adopt new principles in a gentle and natural way (Hord, 2019). They often place a strong emphasis on the contributions that the team’s actions make to society as a whole and work to bring out the best in each team member. Individual self-confidence is built on the shared expectation of excellence from every worker and team member (Elmore, 2004). For a team led by an excellent leader, internal motivation rather than external motivation – such as pay or job prestige – plays the primary role in the incentive system (Lacatus, 2013). The latter is determined by the degree of self-expression awareness, self-importance awareness, and team and leader recognition.
Leaders select various tactics based on the circumstances in the educational system. In times of crisis, for instance, unimpressive educational institutions are closed in rural areas, small towns, and disadvantaged places. One of the examples is when the leader frequently falls back on keeping the expense of education and the number of instructors as low as possible. When it is required to allocate financial resources to mitigate negative effects in certain impacted locations, the firefighting technique is employed (Fullan, 2020). The fight between private and public educational institutions to preserve their places in the education market usually becomes the key reason for the necessity of change. In this context, leaders utilize cuts, which entail eliminating non-state actors, which is the key characteristic of the leader in this instance. When there is a pressing need to achieve balance, the management controls the expansion of his unprofitability and the transfer of capital into profitable economic areas (Fullan, 2020). This strategy, however, is hard to apply in dense cities or highly developed countries.
Numerous good trends in the growth of the state education system have resulted from the use of these ideas in educational practice. First, this involves the development of educational complexes of various kinds with secondary and higher professional education institutions as participants. Such complexes are created by the interaction of educational institutions situated on a municipal or regional district’s land (Fellenz et al., 2022). Additionally, the construction of educational complexes enables the introduction of innovations targeted at preserving or enhancing educational institutions’ competitive advantages.
The establishment of an adaptive management system that guarantees the overall advancement of the municipal education system is the second strategy. As one of its fundamental components, the municipal education system is physically and functionally identical to the state education system (Trilling, 2018). By normative and legislative actions, the state education system established and delegated its authority to the local education system (Fullan, 2020). The state education system, however, has its own unique characteristics. It is mediated by historical and regional traditions and the educational requirements of the populace of the municipal district.
Several conditions will determine how well a change leader’s approach is implemented. They demonstrate the growth of real-world leadership experience, self-affirmation, and the formation of effective communication relationships. These characteristics are crucial for the leader to ensure systems change. The possibilities and opportunities for the leader to implement a certain plan increase with how well these conditions are carried out. The suitability of the proposed action plan to the circumstances inside the educational system is another consideration. Critical circumstances demand solutions that demand drastic transformation, for which some strategies, such as cost-cutting, will not be suitable. However, in a more delicate situation that calls for accuracy and extra rigor, such strategy will be unsuccessful.
As a result, leadership is a modern phenomenon that affects all aspects of society and is becoming more and more common in the educational sector. Highly effective leaders involved in systems change should possess several key characteristics and be aware of all the possible scenarios. However, the strategies should be examined within different contexts of state reform from the perspective of change processes and the selection of the most effective tactics for certain circumstances. Some strategies can be useful when a necessary pool of resources is available, while others will rely on backing from the legislative authorities. Each strategy can be most effective when used appropriately in line with the situation, which necessitates a leader who is knowledgeable, resolute, and able to motivate followers.
References
Elmore, R. F. (2004). School reform from the inside out. Harvard Educational Publishing Group.
Fellenz, M. R., Brady, M., & Hoiden, S. (2022). The future of management education. Abingdon, Oxon New York, NY Routledge.
Fullan, M. (2020). Leading in a culture of change. Jossey-Bass.
Hord, G. E. (2019). Implementing change: Patterns, principles, and potholes. Pearson.
Lacatus, M. L. (2013). Organizational culture in contemporary university. Procedia – Social and Behavioral Sciences, 76, 421–425. Web.
Trilling, B. (2018). Project management for education: The bridge to 21st-century learning. Project Management Institute.