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Education Theories



Themain goal of a school leader is to encourage the success of astudent’s, which can be enhanced through the incorporation of theISLLC Standards. The ISLLC Standards offer a wide range of functionin addition to themes of high priority that leaders in the educationsector need to address in order to promote the success of students.In that, they have been established to form the foundation on whichpolicies can be developed, and support can be provided to theexisting education system. As school leaders forge their path andanalyse the sequence of reactions to the various situations that theycome across, the standards will offer the much-needed assistance andguidance. Moreover, they will ensure leaders concentrate on worksthat will structure the school to realize an effective learningenvironment and to identify the actions that will promote theirprofessional growth.

Importanceof the Listed Attributes

Theselected leadership attributes in Table 1 are important for everyleader in a school setting because they help in realizing success. Inthat, an effective leader must possess the listed attributes in ordercommunicate the goals and vision of the school in addition toimplementing it. The first attribute that falls under the firststandard is the ability of the leader to utilize the availableresources to realize the vision, thus a visionary leader. A leaderwith a vision for the school is in a position to drive growth towardsthe set goals and to help students attain their set academicobjectives (Curry,2015).Respect, fairness, and equity have also been mentioned as some of theattributes required of good leadership in a school considering thatemployees need to feel valued in order to increase their output.Additionally, conflict resolution skills are also vital consideringthat schools have high chances of disagreements arising that need tobe resolved amicably. Therefore, the adoption of the attributes willensure that the community integrates well with the school, conflictsare resolved, employees are motivated, and the grades of the studentsimprove.

TheStandard/Attribute Alignments

Theattributes that have been listed in Table 1 are well aligned with theISLLC standard with the example of the last attribute on respect ofthe authority that has been aligned with the sixth standard. Thefifth standard that addresses the ethics of the organization has beenaligned with a leader who is characterized by good morals and acts asa role model for the rest of the employees and students in the schoolto follow. The fourth standard that dwells on mobilizing of resourceshas been well aligned with accountability and equality because themobilized resources will need to be used equally by students and tobe accounted for. The third standard dwells on ensuring that thelearning environment is safe has been aligned with resolvingconflicts in an amicable manner because conflict resolution attributeensures work goes on in harmony (Snyder, 2013). The second standardis about the development of a positive school culture, which has beenaligned to the attribute of valuing and motivating employees. Inthat, a leader who values and motivates employees will lead to theestablishment of a school culture that rewards the efforts of bothstudents and teachers, thus appreciating their effort. The firststandard, which dwells on vision, has been aligned to the visionaryattribute that was practiced by Steve Jobs, which sees what isexpected by the school and forges the path to reach such anexpectation.

Comparisonof Leadership Standards Alignment

Interms of comparison, accountability as an attribute can be comparedwith Standard 4 as they appear to be well aligned with each other. Inthat, the Standard mould leaders who are in a position to promotesuccess among students by involving both the family members and thesociety. Through the involvement, the leader harnesses the availableresources and uses them to attain the set goals. Wherever resourcemobilization occurs, there needs to be accountability of the leadersinvolve which translates to ensuring that there is value for themoney incurred.


Mypersonal leadership style is participative where the whole team isinvolved in the responsibility of the institution’s set objectives.As a leader, I facilitate conversation on a specific decision and setdiscussed guidelines on how the conversation will be taking place. Inaddition, set agreed rules and procedures for the organizationmeetings where several matters are discussed. The members areactively involved in the conversation, and the leader is responsiblefor ensuring the discussion runs smoothly. Moreover, the leader isresponsible for sharing knowledge and information on the topic hence,the more participation by the subordinates (Romanowska, Larsson, &ampTheorell, 2013). In participative leadership, there should be anencouragement of ideas in order to foster teamwork. The environmentshould be open and engaging where the members’ ideas are debatedand analyzed. After each member has given their ideas, availableinformation is combined to make the best decision. There can be afurther discussion with members to clarify some of the ideas. Whenthe leader is satisfied with the given information, the can give roomfor decision-making. Members are involved in the decision-makingforum through consensus and come up with the most effective solution.The decision made by the group is communicated to the rest of theinstitution.

Myparticipative leadership style is classified under motivationaltheories since all employees are encouraged to give their ideasduring the decision-making process. Path-goal theory, which is undermotivational theories, best describes the participative leadershipstyle. The goal of the theory is to improve the subordinatesmotivation, satisfaction, and empowerment to develop into productivemembers of the institution. Leaders in the path-goal theory select awell-defined behavior that suits employees’ needs and the workingenvirons. Participative leadership style under path-goal theory isbased on relationship and task behaviors. The style is most efficientto members who are highly trained in their work.

ISLLCStandards and Their Matching Leadership Attributes

Exemplary Leadership Practice

&nbspThe ISLLC Standard

A leader who uses the school’s resources to support goals and vision of the school

Participative leader who involves the community in school improvement efforts

&nbspStandard 1: educational leaders who make use of the abilities and knowledge gained to encourage the success of all students through the promotion of development, implementation, articulation, and stewardship of a vision to learn.

A leader who appreciates the students, teacher and non-teaching staff, thus making them feel valued

A leader who addresses every person in the school with respect, fairness, and dignity.

&nbspStandard 2: comprised of educational leaders with the ability and knowledge to encourage the success of every student through the promotion of a positive school culture. Such a leader offers instructive programs that lead to complete growth of staff members.

a leader with effective methods to resolve conflicts

a leader who encourages sharing of responsibility

&nbspStandard 3: Constitutes educational leaders who encourage success in students through the management of the firm in a manner that results in an efficient, effective and safe educational environment

A leaders who recognizes diversity and treats people equally

A leader who is accountable by using resources in the right manner

&nbspStandard 4: encompasses leaders who have the ability to encourage success among students by liaising both the society and their family members. Moreover, they are in a position to respond to the various needs of the society and to mobilize the available resources.

A leader who accepts responsibility and observes ethics

A leader who acts a s a role model

&nbspStandard 5: the criteria entail leaders who are able to promote success in students by behaving in an ethical, fair and with integrity.

A leader who observes that regulation of the federal authority

A leader who shapes public policies to offers education for students

Standard 6: Moulds and produces leaders who are able to encourage success among students by comprehending, responding to, and mobilizing the larger legal, economic, social, and political context.

Inconclusion, effective leadership in a school occurs when the socialinfluence is used to seek the participation of others in an effort toattain the set organisational goals. In an institution, a leader canimprove his or her leadership skills by employing the six ISLLCStandards as they ensure students succeed in terms of theirperformance. Thus, a participative leader who ensures otherssubordinate staff takes part in the decision making process, like me,can use the ISLLC Standards to ensure employees are motivated andresults are realised.


Curry,C. D. (2015). Coaching global teams and global team leaders.In&nbspLeadingGlobal Teams&nbsp(pp.141-168). Springer New York.

Romanowska,J., Larsson, G., &amp Theorell, T. (2013). Effects on leaders of anart-based leadership intervention.&nbspJournalof Management Development,&nbsp32(9),1004-1022.

Snyder,S. (2013).&nbspLeadershipand the art of struggle: How great leaders grow through challenge andadversity.San Francisco: Berrett-Koehler Publishers.