Page 1 of 21

EDUCATIONAL LEADERSHIP

My Lectures
S. No. Topic Page No.
1 Process of Change Management 2-4
2 Data-Driven Instructional Management 5
3 Feasibility Testing and Plan Formulation 6
4 Elaboration of Education Plan & Project Formulation 7
5 Project Appraisal 8
6 Roles and Responsibilities of Leadership 9
7 Theories of Leadership 10-19
8 Change Leadership 20
9 Use of Technology in Educational Leadership 21

By

Sharjeel Ahmed Khan

M.Th., M.A., M.Ed., M.Phil. (Educational Leadership & Management) Research Scholar

Contact Details
Whatsapp: 0346-2760219

Email: Sharjeel.ahmad18@gmail.com

Facebook: https://www.facebook.com/sharjeelak
 Page 2 of 21

‫ار ن ار م‬ ‫م‬
Topic: Process of Change Management

1. Brainstorming on the words: ‘change’ and ‘management’

2. The concept of change
2.1 Characteristics of change – change is inevitable – it can’t be stopped but can be managed.
2.2 Examples of change in education over the past years
2.2.1 Admission campaign process
2.2.2 Fee collection process
2.2.3 Teachers’ recruitment process
2.2.4 Teaching process
2.2.5 Learning process
2.2.6 Examination process
3. The concept of management
3.1 Literal: ‘management is the process of dealing with things or people’
3.2 Technical: ‘management is a set of principles relating to the functions of planning,
organizing, leading and controlling the resources effectively to achieve organizational goals.’
3.3 POLC: Planning, Organizing, Leading and Controlling – 4 basic functions of management
3.4 Top-level management, middle-level management, first-level management (line managers)
3.5 Applying management principles on school/education sector
4. Change management
4.1 Definition: ‘the management of change and development within an organization’
4.2 Purpose: The purpose of change management is to implement strategies for
effecting change, controlling change and helping people to adapt to change.
5. Process of change management
5.1 General Process: Effectively managing organizational change is a four-step process:
5.1.1 Recognize the changes (in the related field)
5.1.2 Develop the necessary adjustments (for the organization's needs)
5.1.3 Training the employees/team (on the appropriate changes)
5.1.4 Win the support of the employees/team (with the smoothness of the appropriate
adjustments)
5.2 ADKAR Model by Jeff Hiatt (2006):
5.2.1 Change stages of employees: Awareness, Desire, Knowledge, Ability, Reinforcement
5.2.2 Change stages of a project/work: Prepare, Design, Implement, Sustain
5.3 PDCA Model by W. Edwards Deming (1993):
5.3.1 Also called ‘Shewhart Cycle’
5.3.2 PDCA: Plan, Do, Check, Act/Adjust
 Page 3 of 21

ADKAR Model Figure 1

ADKAR Model Figure 2

 Page 4 of 21

PDCA Model
 Page 5 of 21

‫ار ن ار م‬ ‫م‬
Topic: Data-Driven Instructional Management

1. Brainstorming on the words: ‘data’ and ‘instruction’

2. Meaning of data
2.1 Data = information
2.2 Types of data: quantitative and qualitative
2.3 Examples of data in education:
2.3.1 Students’ assessment marks/scores
2.3.2 Teachers’ comments/remarks
2.3.3 Students’ attendance
2.3.4 Students’ bio data and family information
2.3.5 Students’ portfolio (copies, worksheets, projects)
3. Meaning of instruction
3.1 ‘transfer of learning from one person to another’
3.2 ‘the purposeful direction of the learning process’
4. Definition of instructional management
4.1 Tosti and Harmon (1972): ‘the procedures involved in the decision to initiate a specific
activity for an individual student’
4.2 Geddes and Kooi (1969): ‘the process of monitoring the progress of the pupils and make
decisions on the pace of instruction, the grouping of the children, the sequence of the
lesson, and the individualization of instruction.’
5. Definition of data-driven instruction
‘Data-driven instruction is a method that teachers use to improve instruction by looking at the
information they have about their students.’
6. Steps of data-driven instruction
There are 3 main steps involved in data driven instruction:
1. Data collection: Gather information from class assessments and standardized test results, as
well as observations from the teacher, and create a database on information.
2. Data analysis: Separate essential information from non-essential information. Watch for
patterns and dive into the reasons behind these results. Draw conclusions and formulate
teaching plans.
3. Action: Congratulate your class and move to the next topic, or prepare time to re-teach
certain ideas to the class.
7. Introducing data-driven instruction in school: The four major areas of work related to data-
driven instruction: culture, assessments, analysis, and action.
 Page 6 of 21

‫ار ن ار م‬ ‫م‬
Topic: Feasibility Testing and Plan Formulation

1. Brainstorming
2. Feasibility testing
Definition:
- Feasibility refers to ‘the possibility of success or survival’.
- Feasibility testing is ‘the process of checking whether the proposed idea/project is workable’
Why?
- To avoid failure or minimize the chances of failure (Failure stories provide better learning
than success stories)
3. Types of feasibility
- Operational and technical
- Financial
- Environmental
- Social
4. SWOT analysis for feasibility testing
- Strength
- Weaknesses
- Opportunities
- Threats
5. Plan formulation
Definition:
‘the process by which plans are created’
Why?
‘Without plan, your goal is just a wish!’
6. VMOSA (Vision, Mission, Objectives, Strategies and Action Plan) technique
7. Process of PF
1. Broad objectives and target setting
2. Survey current economic conditions
3. Strategy
4. Determination of plan size
5. Financing of plan
6. Mobilization of resources
7. Plan execution

Additional Note:

Approaches to educational planning:

Social demand approach, manpower requirement approach, rate of returns approach

Stages of planning:
Pre-planning, planning, plan formulation, plan elaboration, implementation, monitoring & evaluation
 Page 7 of 21

‫ار ن ار م‬ ‫م‬
Topic: Elaboration of Education Plan & Project Formulation

1. Concept of plan elaboration

- Elaboration:
‘to expand something’
- Education Plan Elaboration:
1. ‘Education plan elaboration refers to the process of breaking up the education plan into
projects and programs.’
2. ‘Education plan elaboration is a phase of the delivery engagement where we create our
initial project plan by reviewing the business requirements and elaborating on what the
requirements are to fulfil those requirements.’
- Project Formulation:
‘Project formulation is the systematic development of a project idea for arriving at an
investment decision.’
2. Process of project formulation
1. Introduction
2. Background
3. Objectives
4. Resources
5. Project area, location, production process and size
6. Project major works and activities
7. Project cost (including fixed costs, varied costs)
8. Project financing
9. Organization and management
 Page 8 of 21

‫ار ن ار م‬ ‫م‬
Topic: Project Appraisal

1. Definition:
Short: ‘the process of assessing/checking the viability of a project’
Detailed: ‘the process whereby we conduct an independent and objective assessment of the
various aspects of the proposed project to determine its viability and arrive at a financial
decision’
2. Note:
- Project appraisal (PA) is almost similar to feasibility testing. The difference is in terms of
orientation/direction. PA is investor-directed and is conducted by the investor or any 3rd party on his
behalf. While conducting PA, we check or test the feasibility which leads to either acceptance or
rejection of the proposal. On the other hand, feasibility is planner-directed and is prepared by the one
who proposes the project.
- The PA skill enables you to assess the proposed as well as executed projects.
3. Aspects of project appraisal are:
1. Financial appraisal
2. Market appraisal
3. Technical appraisal
4. Managerial competence appraisal
4. Life cycle of a business:
1. Startup
2. Growth
3. Maturity
4. Decline
5. Death/Rebirth
 Page 9 of 21

‫ار ن ار م‬ ‫م‬
Topic: Roles and Responsibilities of Leadership

1. Leadership
1.1 ‘the process of influencing a group of people to achieve a common goal’
1.2 ‘the ability to get things done through a group of people’
2. Management
‘the act of utilizing managerial skills to achieve the goals set by the leadership’
3. Key roles of a leader
3.1 Influencer
3.2 Visionary (having the ability to envision, visualize and foresee)
3.3 Decision Maker
3.4 Team Player
3.5 Strategist
4. Key responsibilities of a leader
4.1 To establish direction
4.2 To create vision for the future
4.3 To develop strategies
4.4 To communicate vision and strategy
4.5 To align people as per the set vision
4.6 To motivate and inspire the team to achieve goals
4.7 To energize people to overcome obstacles
4.8 To help people make the maximum utilization of their potential
4.9 To maintain trust and credibility in the eyes of people
 Page 10 of 21

‫ار ن ار م‬ ‫م‬
Topic: Theories of Leadership

1. Leadership theories: ‘Leadership theories are schools of thought brought forward to explain
how and why certain individuals become leaders.’
2. Trait theory of leadership
- It is also called ‘great man’ theory.
- It assumes that ‘leaders are born, not made’.
- It is considered to be the 1st systematic study on leadership.
- It was popular in early 20th century.
3. Skill theory of leadership
- It assumes that ‘leaders are made, not born’.
- Katz (1974) contributed to the skill theory of leadership and described three skills needed
for leaders: technical skills, human skills and managerial skills.
- Mumford (2000) and his colleagues presented the skill model of leadership. According to
this model, individual attributes and competences lead to leadership outcomes. Both
individual attributes and competences are influenced by career experiences and
environment.
4. Style theory of leadership
- It does not focus on who leaders are, but rather on what they do.
- It highlights two types of behaviours: ‘task-oriented behaviour’ and ‘people-oriented behaviour’
- Managerial grid developed by Robert Blake and Jane Mouton in 1964 is an example of style
leadership approach. This managerial gird describes 5 styles of leadership: ‘impoverished
style (1,1 – laissez-fair), produce or perish style (9,1 – autocratic), country club style (1,9 –
transformational), team style (9,9 – democratic) and middle of the road style (5,5)’
5. Situational theory of leadership
- It says that the leaders should change their style of leadership as per situation of the
subordinates/employees/followers/team members.
- Situational leadership model was developed by Paul Hersey and Ken Blanchard in 1970s.
- It discusses the four styles of leaders and four development levels of employees.
- Four styles of leaders: S1 (Directing Behaviour), S2 (Coaching Behaviour), S3 (Supporting
Behaviour) and S4 (Delegating Behaviour)
- Four development levels of employees: D1 (low competence and high commitment), D2
(low to middle level competence and low commitment), D3 (high competence and low
commitment) and D4 (high competence and high commitment)
- S1 is suitable for D1 S2 is suitable for D2 S3 is suitable for D3 S4 is suitable for D4
 Page 11 of 21

6. Contingency theory of leadership

- It says that we should match the leaders to the appropriate situations so that they may work
most efficiently. Therefore, it is also called ‘leader-match theory’.
- Fred Fiedler presented the contingency model of leadership first in 1964 and then improved
it in 1970s and 80s.
- This model uses LPC (Lease Preferred Co-worker) instrument/questionnaire to check the
leader’s orientation. High scores on LPC indicate that the leader is people-oriented. Low
scores indicate that the leader is task-oriented. Middle scores indicate that the leader is in
the middle of both people and task orientations.
- This model categorized 8 situations on the basis of three factors: leader-member relations,
task structure and leader’s position power. Situations 1, 2 and 3 are ideal for Low to Mid LPC
leaders, situations 4, 5, 6 and 7 are ideal for High LPC leaders and situation 8 is ideal for Low
LPC leaders.
7. LMX theory of leadership
- It is called ‘leader-member exchange theory’ and also ‘vertical dyadic linkage (VDL) theory’.
- It was developed by Graen and his colleagues in 1972. Later on, they modified it several
times.
- It says that leader develops dyadic (two-way) relationships with his subordinates. It focuses
on the leader-member relationship which is of two types: high-quality relationship or
exchange and low-quality relationship or exchange.
- In-group and out-group: In-group is characterized by the high-quality relationship or
exchange between leader and subordinates whereas out-group is characterized by the low-
quality relationship or exchange between leader and subordinates.
- Those who are in in-group receive more attention, more rewards and more access to
information whereas those who are in out-group receive less attention, less rewards and
less access to information. Subordinates enter the in-group of the leader by working beyond
the usual job description, showing efficiency and extra-ordinary performance.
8. Psychodynamic theory of leadership
- The psychodynamic approach to leadership has its roots in the works of Sigmund Freud's
(1856–1939) development of psychoanalysis (i.e. an approach to psychology that emphasizes
systematic study of the psychological forces that underlie human behaviour, feelings, and emotions and how
they might relate to early experience – relationship between conscious and unconscious mind) as well as
from psychologist Carl Jung (1875 – 1961). Both the works of Freud and Jung have
constructed and acted as the basis for the psychodynamic leadership approach.
- The psychodynamic approach has no single model, but in essence, it emphasizes the idea
that people gain their initial experiences with leadership from the day they are born.
- The main concept within the approach is personality, suggesting that childhood experiences
affect the different characteristics that people obtain.
- Just as an individual has Id, Ego and Super Ego, the organizations also have their Id, Ego and
Super Ego. The fundamental goal of the psychodynamic approach is to raise the
awareness of leaders and followers to their own personality types and the significance of
those types on work and relationships.
9. Servant theory of leadership
- It was presented by Robert K. Greenleaf in 1970.
- It says that the main goal of the leader is to serve his subordinates/followers/employees.
- A Servant Leader is the one who shares power, puts the needs of the employees first and
helps people develop and perform as highly as possible.
 Page 12 of 21

10. Transformational theory of leadership

- The concept of transformational leadership was initially introduced by James V. Downton. It
was further developed by James M. Burns. Later the work of Burns (1978) was extended by
Bernard M. Bass (1985).
- This theory says that a transformational leader works with teams to identify change, creates
a vision to guide the change through inspiration, and executes the change with committed
members of a group.
- According to Bernard M. Bass, transformational leadership encompasses several different
aspects, including:
o Emphasizing intrinsic motivation and positive development of followers
o Raising awareness of moral standards
o Highlighting important priorities
o Fostering higher moral maturity in followers
o Creating an ethical climate (share values, high ethical standards)
o Encouraging followers to look beyond self-interests to the common good
o Promoting cooperation and harmony
11. Ethical leadership
- The concept of ethical leadership is grounded in religion and ethics.
- Ethical leadership is leadership that is directed by respect for ethical beliefs and values and
for the dignity and rights of others.
- It is concerned with the kinds of values and morals an individual or a society finds desirable
or appropriate like trust, honesty, consideration, charisma, and fairness.
- It says that a leader's choices are also influenced by their moral development.
- Several scholars have worked on the concept of ethical leadership, for example: Michael E.
Brown, Linda K. Treviño, David A. Harrison (2005) and McQueeny, E. (2006).
 Page 13 of 21

Figure - Trait Theory of Leadership

A - Traits highlighted in different studies

B - Big Five Traits

 Page 14 of 21

Figure – Skill Theory of Leadership

Figure – Style Theory of Leadership

Blake and Mouton’s Managerial Grid

 Page 15 of 21

Figure – Situational Theory of Leadership

 Page 16 of 21

Figure – Contingency Theory of Leadership

Figure – LMX Theory of Leadership

 Page 17 of 21

Figure – Psychodynamic Theory of Leadership

 Page 18 of 21

Figure – Servant Theory of Leadership

Figure – Transformational Theory of Leadership

 Page 19 of 21

Figure – Ethical Leadership

 Page 20 of 21

‫ار ن ار م‬ ‫م‬
Topic: Change Leadership

1. Change leadership is ‘an approach to leadership that emphasizes on change’.

2. Types of change:
2.1 Structural change (also called radical shift)
2.2 Strategic change
3. Levels of change:
3.1 Individual change
3.2 Organizational change
4. Orientation of change:
4.1 Social change
4.2 Ideological change
4.3 Political change
4.4 Economic change
4.5 Educational change
4.6 360° degree change
5. Change leadership models
5.1 ADKAR Model (2006) (done earlier)
5.2 PDCA Model (1993) (done earlier)
5.3 John Kotter’s Model of Change Leadership (1996)
o John Kotter, a professor at Harvard Business School, is considered the pioneer of change
leadership approach.
o He presented his model of change leadership in his best-selling book ‘Leading Change’.
o He has outlined 8 steps for leading change:
1. Create a sense of urgency
2. Form a powerful coalition
3. Create a vision for change
4. Communicate the vision
5. Empower action
6. Create quick-wins/short-term wins
7. Build on the change
8. Institutionalize the change
 Page 21 of 21

‫ار ن ار م‬ ‫م‬
Topic: Use of Technology in Educational Leadership

1. Some of the benefits of technology-assisted educational leadership include:

1.1 Increased efficiency
1.2 Increased span of control
1.3 A move towards paper-less education (teaching, learning, assessment, monitoring and
evaluation)
2. Using technology in educational leadership
2.1 Using school management software (for managing all the areas including administration,
accounts and finance, academics, human resources etc.)
2.2 Using LMS (Learning Management System)
Example: easyclass.com (to create free LMS)
2.3 Using social media (Facebook, YouTube, Whatsapp etc.) for school promotion and other works
2.4 Using digital content and website
Examples: Vyond (for creating video animation and editing), Weebly OR Wix (for creating free
website) and Microsoft Educator Community (for learning the use of ICT in education and getting
certificates free of cost)