Preface

Chapter 7 **The Role of Leadership in the Professional Development of**

Chapter 8 **Investigation on the Impact of Leadership Styles Using Data**

Waseem Ahmad, Muhammad Akhtaruzamman, Uswa Zahra,

Johan de, Rafal Hrynkiewicz, Thomas de, Edward Faber and Tije

**Subordinates 123** Luciana Mourão

**VI** Contents

Oortwijn

**Mining Techniques 139**

Chandan Ohri and Binu Ramakrishnan

Chapter 9 **Mind Matters: Influencing Key Stakeholders 157**

Chapter 10 **Impact of the Characteristics of the Leader over the Characteristics of Work Teams 167**

Chapter 11 **The Effects of Authentic Leadership on Employees' Well-Being**

**and the Role of Relational Cohesion 193**

Guillermo Buenaventura-Vera

**Section 4 Authenticity and Leadership 191**

Moonjoo Kim

Despite the extensive academic and practitioner literature available on leadership, one can easily assume that practitioners are far from having a coherent understanding of what lead‐ ership is about. Leadership is increasingly interpreted and reviewed referring to composite global socio-economic and environmental opportunities and risks framed in relation to sus‐ tainable development. This book, when compared to other books on leadership, is expected to present a new understanding of the essential features of leadership and it varies from the wealth of literature in the following ways: firstly, this book attempts to include leaders at all management levels within an organization and across various sectors. Focusing on the fact that the actual leaders must move within the context of a dynamic system of global pres‐ sures and trends, this book also aims to provide experiences and reflections across a variety of sectors and organizational structures rather than focusing on one set of definitions (as is the case in current leadership sources). In doing so, this book is expected to provide the reader with a broader perspective about leadership. Finally, this book is expected to offer a new perspective addressing and inspiring actual leaders today and potential ones and con‐ tributing to the existing debate on leadership.

> **Suleyman Davut Göker** 18 Mart University Çanakkale, Turkey

**Section 1**

**Leadership Challenges in Educational Contexts**

**Leadership Challenges in Educational Contexts**

**Chapter 1**

**Provisional chapter**

**The Relationship between Instructional Leadership**

**The Relationship between Instructional Leadership** 

School culture is a phenomenon that is created by students, teachers, administrators, parents, and other school staff members. It is formulated and operated by the school administrators. School culture is acquired in form of habits, beliefs, perceptions, behaviors, and norms, and influences every aspect of how a school functions, including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education are the key actors, who play crucial roles at the provision of organizational trust. Quality of the communication among administrators and other stakeholders plays an important role in constructing trust in a school, increasing motivation, and creating opportunities to express the needs and expectations to each other. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This may in turn become a source of organizational conflict. This chapter involves the definition of instructional leadership, general features of an instructional leader, reconceptualization of instructional leadership as distributed leadership; concept of school culture and its features; and concept of institutional trust and role of instructional leadership in constructing school culture and trust in schools.

**Keywords:** instructional leadership, trust, school culture, education

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

School effectiveness is the all efforts of schools to make changes to improve level of students' achievements, and this term has been widely used since the 1960s [1]. Instructional leadership

DOI: 10.5772/intechopen.75950

**Style, Trust and School Culture**

**Style, Trust and School Culture**

Hülya Şenol and Figen Yaman Lesinger

Hülya Şenol and Figen Yaman Lesinger

http://dx.doi.org/10.5772/intechopen.75950

**Abstract**

**1. Introduction**

**1.1. Instructional leadership**

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

#### **The Relationship between Instructional Leadership Style, Trust and School Culture The Relationship between Instructional Leadership Style, Trust and School Culture**

DOI: 10.5772/intechopen.75950

Hülya Şenol and Figen Yaman Lesinger Hülya Şenol and Figen Yaman Lesinger

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75950

#### **Abstract**

School culture is a phenomenon that is created by students, teachers, administrators, parents, and other school staff members. It is formulated and operated by the school administrators. School culture is acquired in form of habits, beliefs, perceptions, behaviors, and norms, and influences every aspect of how a school functions, including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education are the key actors, who play crucial roles at the provision of organizational trust. Quality of the communication among administrators and other stakeholders plays an important role in constructing trust in a school, increasing motivation, and creating opportunities to express the needs and expectations to each other. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This may in turn become a source of organizational conflict. This chapter involves the definition of instructional leadership, general features of an instructional leader, reconceptualization of instructional leadership as distributed leadership; concept of school culture and its features; and concept of institutional trust and role of instructional leadership in constructing school culture and trust in schools.

**Keywords:** instructional leadership, trust, school culture, education

#### **1. Introduction**

#### **1.1. Instructional leadership**

School effectiveness is the all efforts of schools to make changes to improve level of students' achievements, and this term has been widely used since the 1960s [1]. Instructional leadership

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

is a term which has been used after the work of Edmonds [2], Bossert et al. [3], Hawley and Rosenholtz [4], and Purkey and Smith [5] on effective schools in the United States and has been accepted as a core element of school leadership [6]. Researchers of effective school movement during the 1980s compared effective schools with ineffective ones regardless of socioeconomic status and family background of their students. This body of research had drawn attention of policymakers and scholars that instructional leadership of the principals, who focus highly on teaching and learning, is needed for school effectiveness. According to Lezotte [7], the principal as an instructional leader communicates the mission to the staff, students and parents in an effective school, and the principal as a coach, a partner and a cheerleader will have to develop his/her skills. Lezotte [7] proposed seven correlates of effective schools as follows:

**c.** High visibility is maintained.

**d.** Incentives for teachers are provided. **e.** Incentives for learning are provided.

redefined when necessary so that they are up to date.

**Dimension 1** proposes that academic goals of the schools should be clear as they are discussed and reviewed with staff regularly. These goals have to be supported and incorporated into daily life by the staff. Principals should communicate the school goals to teachers, students and parents through the formal communication channels such as the school handbook and assemblies or informal ones such as parent and teacher conferences [6]. Mission is a body of goals determined for bringing vision to life. Schools should have certain goals. The basic mission of the school is to ensure that the environment needed to deliver high-quality education to students is created. There may be different viewpoints among teachers as regards the mission of the school; thus, the instructional leader is responsible for developing a shared mission based on stronger values. School principals may create an effective public relations system so as to announce the school objectives to the stakeholders as public relations is related to providing an effective communication channel through which the target audience can be notified about institutional objectives especially academic ones, of the school and developed expectations for education, student, teacher and academic success. Defining a good school vision and assertive mission is not sufficient alone. Goals of the school must be put into life by planning and reviewed constantly depending on changing and developing conditions and

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5

**Dimension 2** requires principles to have high knowledge in the school's instructional program, commitment for the improvement of school and expertise in teaching and learning so that the principal can coordinate and control academic program of the school [6]. Ensuring coordination between curriculum and activities in school is one of the important roles of a school principal. The purpose of inspection in schools is to increase the effectiveness of all school activities and to obtain high-quality education. Inspection applied by school principals includes focusing on teaching-learning processes. Ensuring the goals of their school are translated into classroom activities is the main task of the school principals. Teaching can be monitored in classroom through semi-official classroom inspections, then concrete feedback can be given to teachers on certain classroom activities, and it is ensured that they reach the desired level. A school principal who aims the development of education-teaching and teachers in the school are obliged to inspect and evaluate what happens at the school. The evaluation must not be with the purpose of scaring but inspiring. The working environment and trust must be established so that teachers will not feel any fear at the time of evaluation. In order to ensure that teachers perform their roles better, he/she acts with them, leads them, inspires them for self-development and keeps their motivation high. The purpose of course inspection is to obtain direct information about student success and ensure that the missing points are corrected, provide feedback to the course teacher about the negative aspects and encourage them in developing the positive aspects, which is a milestone in the road to success [9]. The school principal can discuss the test results with the staff and provide them with interpretive analyses so that student weaknesses can be diagnosed and results of changes that were made


During the 1980s, many models of instructional leadership were introduced by the researchers. Researchers have used the model proposed by Hallinger and Murphy [8] most frequently in their research about instructional leadership. This model proposes three dimensions of instructional management and ten instructional leadership functions as follows:

**Dimension 1:** School mission is defined:


**Dimension 2:** Instructional program is managed:


**Dimension 3:** Positive school climate is created:


**c.** High visibility is maintained.

is a term which has been used after the work of Edmonds [2], Bossert et al. [3], Hawley and Rosenholtz [4], and Purkey and Smith [5] on effective schools in the United States and has been accepted as a core element of school leadership [6]. Researchers of effective school movement during the 1980s compared effective schools with ineffective ones regardless of socioeconomic status and family background of their students. This body of research had drawn attention of policymakers and scholars that instructional leadership of the principals, who focus highly on teaching and learning, is needed for school effectiveness. According to Lezotte [7], the principal as an instructional leader communicates the mission to the staff, students and parents in an effective school, and the principal as a coach, a partner and a cheerleader will have to develop

his/her skills. Lezotte [7] proposed seven correlates of effective schools as follows:

During the 1980s, many models of instructional leadership were introduced by the researchers. Researchers have used the model proposed by Hallinger and Murphy [8] most frequently in their research about instructional leadership. This model proposes three dimensions of

instructional management and ten instructional leadership functions as follows:

**1.** Instructional leadership

4 Leadership

**2.** Mission which is clear and focused

**3.** Environment which is safe and orderly

**5.** Frequent tracking of student progress

**Dimension 1:** School mission is defined:

**b.** School goals are communicated clearly.

**a.** Instruction is supervised and evaluated.

**Dimension 2:** Instructional program is managed:

**Dimension 3:** Positive school climate is created:

**b.** Professional development is promoted.

**a.** School goals are framed clearly.

**b.** Curriculum is coordinated.

**c.** Student progress is monitored.

**a.** Instructional time is protected.

**4.** Climate with high expectations for success

**6.** Home-school relations which are positive

**7.** Student time on task and opportunity to learn


**Dimension 1** proposes that academic goals of the schools should be clear as they are discussed and reviewed with staff regularly. These goals have to be supported and incorporated into daily life by the staff. Principals should communicate the school goals to teachers, students and parents through the formal communication channels such as the school handbook and assemblies or informal ones such as parent and teacher conferences [6]. Mission is a body of goals determined for bringing vision to life. Schools should have certain goals. The basic mission of the school is to ensure that the environment needed to deliver high-quality education to students is created. There may be different viewpoints among teachers as regards the mission of the school; thus, the instructional leader is responsible for developing a shared mission based on stronger values. School principals may create an effective public relations system so as to announce the school objectives to the stakeholders as public relations is related to providing an effective communication channel through which the target audience can be notified about institutional objectives especially academic ones, of the school and developed expectations for education, student, teacher and academic success. Defining a good school vision and assertive mission is not sufficient alone. Goals of the school must be put into life by planning and reviewed constantly depending on changing and developing conditions and redefined when necessary so that they are up to date.

**Dimension 2** requires principles to have high knowledge in the school's instructional program, commitment for the improvement of school and expertise in teaching and learning so that the principal can coordinate and control academic program of the school [6]. Ensuring coordination between curriculum and activities in school is one of the important roles of a school principal. The purpose of inspection in schools is to increase the effectiveness of all school activities and to obtain high-quality education. Inspection applied by school principals includes focusing on teaching-learning processes. Ensuring the goals of their school are translated into classroom activities is the main task of the school principals. Teaching can be monitored in classroom through semi-official classroom inspections, then concrete feedback can be given to teachers on certain classroom activities, and it is ensured that they reach the desired level. A school principal who aims the development of education-teaching and teachers in the school are obliged to inspect and evaluate what happens at the school. The evaluation must not be with the purpose of scaring but inspiring. The working environment and trust must be established so that teachers will not feel any fear at the time of evaluation. In order to ensure that teachers perform their roles better, he/she acts with them, leads them, inspires them for self-development and keeps their motivation high. The purpose of course inspection is to obtain direct information about student success and ensure that the missing points are corrected, provide feedback to the course teacher about the negative aspects and encourage them in developing the positive aspects, which is a milestone in the road to success [9]. The school principal can discuss the test results with the staff and provide them with interpretive analyses so that student weaknesses can be diagnosed and results of changes that were made in the school's instructional program can be evaluated [6]. The school principal should create an evaluation system which appraises the academic success of students with the purpose of rewarding success and improvement displayed by students [10].

• Directive leader

• Adopts democracy

• Good role models

• Visits classes

• Experts in teaching

• Good communicators

• Orients strong results • Has power of purpose

• Systematically monitors student progress

• Observes teaching and then responds to those observations

• Develops a common sense of vision among all members of the school

• Perceived as the person of a difficult work who pays effort to learn

• Performs lifelong learning, pioneers his/her environment for their learning

• Has detailed information about teaching planning and learning theories

• Sets balance between their behaviors and values at school and in social life

• Prefers changing by risk-taking to sticking with the status quo and innovation to stability

• Has high visibility during supervision

• Experts in curricular development

• Focuses on building school culture

• Shows high level of performance

• Aware of the problems in the class

• Focuses on academic press

• Evaluates the achievement of basic objectives

• Focuses on high expectations for student achievement

• Communicates easily and dynamically sets targets

• Able to determine pedagogical objectives themselves

• Supports empowerment and controlling for sustainability

• Encourages other members of the school to be involved in decision-making

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• Not strictly bureaucratic

**Dimension 3** proposes that if high standards, expectations and culture of continuous learning and improvement are developed, an academic press can be created by the schools [6]. Time planning is one of the most important elements at school. The opening, closing, holiday and resting times, class hours and breaks of a school are elements that interest the time dimension of teaching. The activity periods at school have to be determined according to priorities and effectively planned; it is also necessary that the school principal has a special time plan and has time management skills. Attention must be paid to ensure that teaching time is used for teaching and implementing new skills and concepts and it is not interrupted. This can be monitored and evaluated by school principals through regular classroom visits and enforced with school policies. The top priority of school principals is to provide the environment needed for supporting the professional development of teachers related to school goals so that they can:


When the school principal observes classrooms, strolls in the building regularly and participates in personal development activities actively, teachers and students perceive the manager as a visible being. This also strengthens communication between stakeholders of education. An effective leader should value the success of both teachers and students. If they know that they will be rewarded due to a superior performance, they will be highly motivated to succeed better. Many researchers defined the characteristics of instructional leaders and their roles in effective schools [3, 11–26] as follows:


• Directive leader

in the school's instructional program can be evaluated [6]. The school principal should create an evaluation system which appraises the academic success of students with the purpose of

**Dimension 3** proposes that if high standards, expectations and culture of continuous learning and improvement are developed, an academic press can be created by the schools [6]. Time planning is one of the most important elements at school. The opening, closing, holiday and resting times, class hours and breaks of a school are elements that interest the time dimension of teaching. The activity periods at school have to be determined according to priorities and effectively planned; it is also necessary that the school principal has a special time plan and has time management skills. Attention must be paid to ensure that teaching time is used for teaching and implementing new skills and concepts and it is not interrupted. This can be monitored and evaluated by school principals through regular classroom visits and enforced with school policies. The top priority of school principals is to provide the environment needed for supporting the professional development of teachers related to school goals so that they can:

• Organize seminars, conferences, workshops, etc., for improvement of teachers in the school

When the school principal observes classrooms, strolls in the building regularly and participates in personal development activities actively, teachers and students perceive the manager as a visible being. This also strengthens communication between stakeholders of education. An effective leader should value the success of both teachers and students. If they know that they will be rewarded due to a superior performance, they will be highly motivated to succeed better. Many researchers defined the characteristics of instructional leaders and their

rewarding success and improvement displayed by students [10].

• Ensure participation of teachers in several in-service training activities

roles in effective schools [3, 11–26] as follows:

• Assertive

6 Leadership

• Calm

• Decisive

• Persuasive

• Takes risks

• Strong

• Self-confident

• Strong disciplinarians

• Resists against hindrances

• Keeps high motivation for success

• Inform teachers on all kinds of education opportunities outside the institution


• Individuals who execute education-teaching activities recruiting their power from expertise

grade level [42]. Many of the teacher leaders may have full-time leadership role out of their classes, or some may take responsibility both as teacher and part-time leader [43]. Roles of teacher leaders for improvement of instruction and enhancing student learning are identified

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Peer coaching idea was first explored by Showers and Joyce [46]. They suggested that teachers should coach each other in complimentary ways. Coaching is a class-based support given by qualified, knowledgeable individuals to teachers and coaches to explore the ways on how to increase teaching practices of the teachers by using their own students [47]. Applications of coaching differ both within and between schools [48]. Coaches may focus one subject or grade or may work across grades or schools like teacher leaders, and they can be teacher leaders who coach in addition to classroom teaching, or they can be from outside the school [49]. Roles of peer coaches were identified by the researchers as

by researchers as follows:

• Promoting school vision • Accepting school goals

• Strengthening school culture [44]

• Co-planning and modeling lessons

• Collecting and analyzing data

• Facilitating dialog

follows:

• Managing activities

• Analyzing data

• Demonstrating lessons • Organizing materials

• Giving reflective critique

• Observing teaching and providing feedback

• Promoting shared practices among teachers [45]

• Focusing on the needs of teachers [50]

• Helping teachers plan and organize teaching lessons

• Providing professional development [51, 52]

• Supporting whole-school reform

• Building school capacity [52]

• Conducting workshops for professional development

