**9. Motivation and meaningfulness**

The students' motivation should be set against what the school is aspiring to achieve. A clear vision will set the context for the school to make sustained improvements and move forward [59]. The impact on student outcomes is in basic the measure of the school's effectiveness in producing skills and knowledge. To involve the students' own knowledge, skills and social competence in the school improvement process will increase their motivation of the need to learn how to make well-informed decisions for their upcoming adult life [18]. In their letters, the students express their motivation explicit as a source of values, close connected to security and teaching as the two other conditions for learning. Values are synonymous with meaning or defined as concepts of the desirable with motivating force [13]. There are certainly values that sustain minor motivation, but values seem nevertheless to be an overall important factor of the students' attitudinal orientation and understanding of their education.

In order to improve the quality of education, there are very strong confidence ahead analyzes and reports illustrating different school systems and their elements, providing recommendation for current trends in school development. The main twenty-first century challenge for schools is to improve the activities of teaching and learning from traditional ways of mediating knowledge, to a stronger emphasis on students' inclinations and abilities to learn. In these processes, the students acquire strategies both for their studies and for professional life through the learning of basic skills and competences. Common accepted opinions are however neither generalizable nor transferable to every context. Different issues require different approaches to acceptable answers and contribute to the student's willingness to learn something new [18]. This requires activities, which guarantee all school actors (students, teachers, school leaders) sufficient conditions for appropriate participation. An evidence-based investigation of students' perceptions of learning are not merely about whether or not to apply standards of mastery knowledge and better learning in the twenty-first century. The results and findings of this study are just inscriptions or cultural theses [62] of who the individual

The School Leader as Ideal Type: How to Reconcile Max Weber with the Concept of School Culture

http://dx.doi.org/10.5772/intechopen.71197

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In the European perspective, the ideal school leader should be an inspiring delivery and sterling character with a vision, charisma, integrity and emotional intelligence. However, if there are leaders who do not fit this image; we cannot use this ideal picture to define school leadership in general. It is time to give up the myth of the ideal leader. Searching for good leadership is no longer a matter of finding the right role or the right person [63]. Hodgkinson [13] describes the rough correspondence between the Weberian leadership categories of rationallegalistic with realism and charismatic with idealism. To understand the idealistic foundations we also need to interpret the axiological theory of value. Describing the complexity of regulatory mechanisms and conventions that affect school leadership leads to the need for

To manage an organization from a cultural perspective requires a different approach than the traditional instrumental or pragmatic view. Alvesson [64] notes that the research in this area is limited to manageable meanings and ideas directly related to efficiency and performance. Hodgkinson [13] argues that issues of values of individual members should be the key points

To handle safety issues of different kinds is an important task for a school leader. Within the school conflicts generate when educational interests of groups and individuals do not really match. Uncertainties regarding what is really happening cause different or divergent values to the same piece of fact. Disagreement between individual and collective interests leads to the divergence of individual, organizational and institutional needs. An important issue for each organization is the ability to unite the formal nomothetic approach and the informal idiographic behavior of its members. Hodgkinson [13] argues that the nomothetic rational ideology in organizations is often countervailed by the idiographic humanistic countervailing tendencies and their associated ideologies. Based on the organization's quest for order, there is a natural endeavor to limit the strength of the individuals' idiographic impact. In the

students are and who they want to be as adult members of the society.

new concepts to achieve a deeper understanding of this area.

**11. The school leader as ideal type**

in organizational analysis.

*The school motivates me because it is a big part of my daily life and I want to do the best of my three years here.*

*Sometimes the school do not motivate me so well. I would learn how to buy a house, pay bills or just to live as a civil person.*

*What is motivating me in the school is that I learn how to learn…how to make memories…find friends… a meaningful journey, that is it!*

The letters recognize two different kinds of student motivation. The first kind is achievement motivation [60] with individual needs to do something better than it has been done before. The abilities for success are realistic goals and constructive feedback from teachers to facilitate the students´ own efforts. The second kind of motivation connects to networking, goal sharing and a micro-political awareness in-group coalition, regarding to results and orientation to individual and collective educational goals. Klemp [60] claims that achievement and power motivation together form a cognitive initiative, which refers to how the students define themselves as actors in a certain situation. In the culture analysis, the cognitive initiative is students' definitions of themselves as collective members of the Arts program and as individual musicians and artists, on the verge of adult life.

### **10. Concluding thoughts**

The conditions for the students' approach to learning combine both their thinking and actions as learners. The combination of mental and behavioral elements forms a dynamic profile of students as learners, in accordance with the pre-perceptions of student learning as motivated, contingent and situated. The assumption that students are active learners who reflect upon and may actively participate in investigating their own practice [37] is visible through the empiric material. The boundaries between formal and informal learning differs with particular contexts from the three grades of the program. The students have in general good awareness of their informal learning, grounded in their motivation and the sense of meaningful education. In their letters, they express that the structure of the program have enabled them to learn and reflect on their performance process and outcomes [61, 37].

In order to improve the quality of education, there are very strong confidence ahead analyzes and reports illustrating different school systems and their elements, providing recommendation for current trends in school development. The main twenty-first century challenge for schools is to improve the activities of teaching and learning from traditional ways of mediating knowledge, to a stronger emphasis on students' inclinations and abilities to learn. In these processes, the students acquire strategies both for their studies and for professional life through the learning of basic skills and competences. Common accepted opinions are however neither generalizable nor transferable to every context. Different issues require different approaches to acceptable answers and contribute to the student's willingness to learn something new [18]. This requires activities, which guarantee all school actors (students, teachers, school leaders) sufficient conditions for appropriate participation. An evidence-based investigation of students' perceptions of learning are not merely about whether or not to apply standards of mastery knowledge and better learning in the twenty-first century. The results and findings of this study are just inscriptions or cultural theses [62] of who the individual students are and who they want to be as adult members of the society.
