The authors have developed a “four factor theory” of leadership for educational administrators. The first is the structured leadership. It indicates taking immediate action on important issues, delegating to staff members, stressing organizational goals and monitoring implementation of decisions. This leadership behavior indicates that the leader/administrator will let the subordinates know what is expected of them, provides specific guidelines concerning what is to be done and how to do it, sets performance standards, schedules and coordinates work.
The second is facilitative leadership. This is a leadership style where the administrator will obtain and provide required resources, minimize bureaucratic paperwork, offering suggestions for solving problems and scheduling of activities. A facilitative leader sets challenging goals for subordinates, emphasizes excellence in performance and shows confidence in subordinate’s ability to achieve high standards of performance.
The third type of leadership role is supportive. This means the leader encourages other’s efforts, demonstrates friendliness and collegiality, trusting others with delegated responsibility and enhancing staff morale. A supportive leader is friendly, approachable, and concerned with the needs, status and well being of subordinates. He treats them as equals and frequently goes out of his way to make their work environment pleasant and enjoyable.
The fourth leadership role is participative. It indicates that the leader seeks decisional input and advice, working actively with individuals and groups, involving others in decision making and maintaining willingness to modify preconceived positions. A participative administrator consults with subordinates concerning work related matters, solicits their opinions and frequently attempts to use subordinate’s ideas in making decisions. ***
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