Chapter 3
Contemporary Theories and Approaches to School Leadership
Chapter Overview
The primary focus of leadership for 21st century schools is the human element and the
involvement of individuals and groups in leading a school organization. Thus, leadership
principles should apply to most, if not all stakeholders. Teachers, students, parents, and other
stakeholders have to feel a sense of personal dignity and purpose regarding their involvement
with the school. As a result of being involved, these individuals gain confidence, experience
fulfilment, build self-efficacy, and commit to organizational goal attainment.
A close examination of theories in the areas of instructional leadership, school structure,
and interpersonal relations are investigated so that the implication they hold for 21st century
school leadership can be identified. When the work is completed, students should have a
comprehensive view of theories that inform practices for 21st century school leadership. The goal
is to present a theoretical base, contemporary literature, and empirical evidence that inform
present day leadership behavior.
reader in relating the ISLLC Standards to the behaviours exhibited in the scenarios, the standards
are referenced throughout the chapter and most specifically within the discussion of each
scenario.
Learner Objectives
After reading this chapter, completing the prescribed activities, and addressing the discussion
questions, students should be able to:
❖ Explain why understanding self and the people with whom they work and serve is
essential to effectiveness in a leadership role.
❖ Identify a set of procedures that can be used to conduct a self-assessment and an
assessment of the professional development needs of a faculty and staff.
❖ Describe procedures that can be used in a variety of situations to foster effectiveness in a
leadership role.
❖ Discuss contemporary leadership theories and practices and offer examples of how they
relate to school leadership.
❖ Discuss the role of 21st century school leaders.
Chapter Outline
Introduction
The Role of 21st Century School Leaders: Learning Leader
The Responsibilities of 21st Century School Leaders
Four Dimensions of Leadership Theory
Understanding Self and Others
Servant Leadership
Transformational Leadership
The Moral Dimension of Leadership
Distributive Leadership
Synergistic Leadership Theory
Leadership Member-Exchange Theory
Other Contemporary Perspectives on Leadership
Reflecting on Covey’s Seven Habits
Moving into Practice
Acquiring an Understanding of Self
Suggested Readings
Professor’s Presentation
• Discuss the Nature of Leadership Using the Power Point titled, “Contemporary
Theories and Approaches to School Leadership.”
➢ It is critical for students to appreciate the importance of developing an understanding of
self and others.
Discussion Questions
1. Compare and contrast transformational and transactional leadership.
4. Green (2010) divides principal leadership into four (4) dimensions. List the four (4)
dimensions and operationally define one (1) of the four (4). In your definition, address
the critical elements of that dimension.
Key Terms and Concepts
➢ Learning Leader
➢ The Role of School Leaders
➢ The Responsibilities of School Leaders
Key Theories
There are a number of theories that explain why individuals behave as they do in organizations.
In this chapter, some of the theories that are essential to leading 21st century schools are
analyzed. The theories that will be analyzed are:
✓ The Four Dimensions of Principal Leadership
✓ Servant Leadership
✓ Transformational Leadership
In-Class Activities
1. Presentation of Assigned Theory
Each student will be required to lead the class in a discussion of a theory from the
2. Scenario Analysis
Read the scenario titled “Understanding And Predicting Individual and Group Behavior
in Schools” and respond to the following:
a. Describe the principal’s behavior that was most problematic in developing the
school improvement plan.
Read scenario A or B and respond to the problems and/or issues as requested.
A. “The New Principal At Frost”
1. Evaluate the principal’s behavior from the point of view of
B. “Changing The Way We Teach Science”
1. Do you agree with the principal’s action?
2. Give a rationale for your response and cite factors that are
relevant to a principal’s behavior in such a situation.
3. Read the scenarios below and indicate the theory that best informs the appropriate
action to be taken in addressing the identified situation.
Robert Smith teaches across the hall from Shirley Williams. Robert tells Shirley that he
Theory: __________________
1. Which of the following would be associated with Building Bridges through
Relationships?
a. People and organizations need each other.
b. Leaders should develop strategies to use in coordinating the organization.
c. A leader places a demanding faculty member in charge of the school.
d. A group of faculty members met to develop a strategy to use in resisting a change
proposed by the school leader.
2. If a school leader is effective in networking and building coalitions as well as bargaining
and negotiating, it is likely that he/she is an advocate of :
a. Understanding Self and Others.
b. Building Bridges through Relationships.
c. Understanding the Complexity of Organizational Life.
d. Utilizing Leadership Best Practices.
3. Greenleaf refers to individuals who have power bestowed upon them by their followers
as:
a. Leaders who engage in best practices.
b. Servant leaders.
c. Transactional leaders.
d. Task-centered leaders.
4. An individual whose leadership style is directive, reflecting authority conveyed through
the structure of the organization might be called a:
a. Transactional leader.
b. Leader without a moral purpose.
c. Transformational leader.
d. Good storyteller.
5. Positive transformational leaders:
a. Combine morals and virtue with a desire to ensure collaboration that will
contribute to positive social change.
b. Influence individuals to complete task because they will receive a reward in
return.
c. Seek to understand others so they might use their skills to achieve organizational
goals.
d. Understand that it is not necessary to align the goals and objectives of the
individual with those of the organization.
6. Identifying individuals within the school organization who can effectively share the work
and responsibility of enhancing the academic achievement of every student has become
common practice among school leaders who subscribe to the principles of:
a. Distributive Leadership.
b. Expectancy Theory.
c. Synergistic Leadership Theory.
d. Leader-Member-Exchange Theory.
7. John Williams told his principal that in order for him to participate in the school
improvement process he would have to be provided an increase in salary. Then, he would
complete the task assigned in the manner expected within the requested timeframe. The
theory that informs the behavior of Mr. Williams is known as:
a. Equity Theory.
b. Expectancy Theory.
c. Power Theory.
d. Change Theory.
8. When a faculty as a whole believes they have the capability to execute actions required to
have a positive effect on students:
a. Collective Efficacy exists.
b. The leader can distribute leadership responsibilities throughout the school
organization.
c. Both A. and B.
d. Neither A. nor B.
9. Which of the following is an example of Synergistic Leadership Theory?
a. The motivation level of school faculty members depends on their mental
expectations.
b. The major focus is on the relationship that exists between leader and follower.
c. The school leader takes into account the female voice, giving females recognition
and merit for their contributions.
d. The leader manages attention by being highly committed to a vision that is
compelling.
10. Which of the theories listed below advocate that school leaders should focus on the
interaction between him/her and followers?
a. Situational Leadership Theory
b. Path Goal Theory
c. Leader-Member Exchange (LMX) Theory
d. Contingency Theory
11. Situational approaches to leadership:
a. Combines the best of trait and behavioral approaches.
b. Was developed because neither trait nor behavioral approaches provided
satisfactory answers to the puzzle of effective leadership.
c. Examines the interaction between leader, follower, and other situational variables
to find casual relationships that will assist in predicting behavior.
d. Both A and C
12. All situational approaches call for the leader to:
a. Exhibit a specific set of skills and strengths.
b. Behave the same way in every situation.
c. Exhibit flexibility in his/her leadership style.
d. All of the above
13. If a school leader is truly a situational leader, he/she will place emphasis on:
a. Only situational variables.
b. His/her behavior in relation to the maturity level of followers, the environment,
and the situation.
c. Task behavior.
d. Relationship behavior.
14. After reviewing a directive from the superintendent that required all principals to develop
a plan to enhance respect and appreciation for diversity in district schools, Mr. Rom,
Principal of Overview High School, approached you for some ideas to include in his
initial discussion with the faculty. The advice you provided was to suggest to the faculty
that they consider the values of a diverse school community because:
a. Seldom does it prove to be beneficial when all individuals are not treated with dignity
and respect. If this occurs, the school is not likely to come any closer to meeting its
established goals.
b. Together members of a diverse school community can create a unique interrelated unit
that must be served some of the time; therefore, diversity should be considered as the
curriculum is formulated.
c. The interaction of people, the language they use, traditions they uphold, and the beliefs
to which they subscribe make up the culture of the local school. All of these cultural
variables must be addressed in the curriculum.
d. All of the above
15. The leader evaluates his/her employees and assesses how competent and committed they
are to performing a given task. This statement is supported by:
a. Situational Leadership Theory.
b. Path Goal Theory.
c. Leader-Member Exchange (LMX) Theory.
d. Contingency Theory.
16. The leader enhances employee performance and employee satisfaction by focusing on
employee motivation. This statement is supported by:
a. Situational Leadership Theory.
b. Path Goal Theory.
c. Leader-Member Exchange (LMX) Theory.
d. Contingency Theory.
17. The theory that describes the interactive relationship between leader and followers is
known as:
a. Situational Leadership Theory.
b. Path Goal Theory.
c. Leader-Member Exchange (LMX) Theory.
d. Contingency Theory.
18. Which of the following is a major role of 21st century school leaders?
a. The focus of 21st century leaders is on principle-centered leadership.
b. The role of 21st century leaders is to build trust sufficient to persuade individuals
to set aside their personal concerns and to pursue goals that have been developed
around a shared vision.
c. Develop organizations consisting of a community of learners.
d. All of the above are roles of 21st century leaders.
1. Write a fifty word essay explaining the importance of a leader having an understanding of
self.
2. Identify five theoretical principles of leadership and relate each one to a school
organizational situation.
3. Select any three of the following and explain the influence of each on leadership
effectiveness in 21st century schools.
a. The Moral Dimension of Leadership
b. Distributive Leadership
Power Points
The Power Points on the web that support this chapter are titled, “Theories Informing
Leadership,” and “Defining Culture and Climate in Schools.”
Professor’s Scenario
The Tuition Reimbursement Program
The Washington School District is initiating a tuition reimbursement program to encourage
teachers to pursue school administration. The principal of Johnson Hills Middle school
announced the leadership opportunity to his faculty. To enter the program candidates were
1. James Harris—I have been teaching for 5 years and I think it is time for me to make more
money. I really want to buy a house soon.
3. William Miller—I have seniority here and it is only fair that I get a promotion. If I need
to complete this program to get a leadership position, I will enroll.
4. Robert Robinson—I have accepted various leadership roles and assignments and have
been encouraged to pursue an advanced degree. However, I have been unable to afford
As principal, which candidate would you recommend and why? Use theories discussed in the
chapter to justify your selection.
Chapter 3