Professional Documents
Culture Documents
1. We hereby certify that we are the authors of the attached item of coursework and that all
materials from reference sources have been properly acknowledged.
2. We understand what plagiarism is and what penalties may be imposed on students found guilty of
plagiarism. [See UWI Examinations Regulations 97 (i)- (iv) and 103 (i) for both an explanation of
plagiarism and the penalties.]
4. We certify that this is our work and that we did not receive any unfair assistance from others
(including unauthorized collaboration) in its preparation.
5. We certify that this paper has not previously been submitted either in its entirety or in part within
the UWI system or to any other educational institution.
6. In the case of group work, I certify that the work that is the responsibility of each member of the
group has been clearly indicated and that where no such indication has been given, I take the
responsibility for the work as if it were the section of the paper for which I am solely responsible
and that I have not collaborated with any members of the group to breach the University’s
regulations.
……………………………………. 13/01/2018
Signature (signed on behalf of team) Date
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CHEATING
97.
(i) Cheating shall constitute a major offence under these regulations.
(ii) Cheating is any attempt to benefit one’s self or another by deceit or fraud.
(iv) Plagiarism is the unauthorized and/or unacknowledged use of another person’s intellectual efforts and
creations howsoever recorded, including whether formally published or in manuscript or in any typescript
or other printed or electronically presented form and includes taking passages, ideas or structures from
another work or author without proper and unequivocal attribution of such source(s), using the
conventions for attributions or citing used in this University.
103.
(i) If any candidate is suspected of cheating or attempting to cheat, the circumstances shall be reported
in writing to the Campus Registrar. The Campus Registrar shall refer the matter to the Chairman,
Committee on Examinations. If the Chairman so decides, the Committee shall invite the candidate for an
interview and shall conduct an investigation. If the candidate is found guilty of cheating or attempting to
cheat, the Committee shall disqualify the candidate from the examination in the course concerned, and
may also disqualify him/her from all examinations taken in that examinations session; and may also
disqualify him/her from all further examinations in the University, for any period of time and may
impose a fine not exceeding Bds $300.00 or J$5000.00 or TT$900.00 or US$150.00 (according to
campus). If the candidate fails to attend and does not offer a satisfactory excuse prior to the hearing,
the Committee may hear the case in the candidate’s absence.
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Lecturers:
Dr. Freddy James
Dr. Rinnelle Lee-Piggott
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Introduction
One of the most examined phenomena in research is that of leadership. For decades,
numerous theories of leadership have been posited as there is keen interest in defining the term
across several disciplines. A search on the term yields a plethora of definitions, which suggests
there is no true clarity as to what leadership really is. Harris (2005), citing Cuban (1988) suggests
that over 350 leadership theories makes it one of the most difficult concepts to define. The study
of educational leadership has similarly generated great interest. O’Donoghue & Clarke (2010)
lament despite the large number of studies available, the search for one theory of leadership proves
futile.
prime factor in improving school effectiveness. Leadership makes the difference and determines
if a school is effective or ineffective. Bush (2007) states there is great interest in educational
leadership because of the belief that the quality of leadership has significant impact on school and
student outcomes. Leithwood et al. (2004) opine effective education leadership makes a difference
in improving learning and is second only to classroom instruction among all school-related factors
There is no one definition for leadership that can be considered as the ideal. Many theorists
have attempted to validate the need for one type of leadership over the other, in many instances
recognizing the need for a blend of actions rather than those working in isolation. Cuban (1988)
links a definition of leadership with the ability of a leader to affect change. He further states that
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leadership is about influencing others to achieve desired goals. Bush (1998) attributed his
definition to values and stresses a clear segregation between leadership and management.
However, he believes that there should be a balance between leadership and management to have
Sergovanni (1991) in his contribution on moral leadership also agrees that such partnership
of both moral and managerial is required to develop a learning community. Bush (2003) in his
examination of the varying leadership models, highlights the dynamics of agreeing on a definition
for leadership. Classifying them into nine models, he showed the variation in styles and his
inability to have an agreed definition. However, it can be said from his contributions that
educational leadership is the ability to influence change, has its own value and beliefs systems and
exists where support and commitment is amassed by the staff, stakeholders and other members of
the community.
paradox. Bush (2007) indicates that the key debate has been whether educational leadership is a
distinct field or simply a branch of the wider study of management. Like research on the definition
of leadership, the leadership versus management debate offers various perceptions. One of the best
known and most widely influential individuals on the subject of management, Peter Drucker,
famously said, “Management is doing things right, leadership is doing the right thing.” Rear
Admiral Grace Hopper, one of the U.S. navy’s great leaders, indicated that the two were different
Day & Sammons (2013) state there is a distinction between the focus or concerns of
leadership actions
Yukl (2013) states there is a continuing controversy about the difference between the two
and that no one has proposed that leadership and management are the same but the degree to which
they overlap is a source of contention. Researchers such as Bennis & Nanus (1985) and Cuban
(1988) make clear distinctions between leadership and management. Bennis & Nanus (1985) see
the leader as focusing on a vision, concerned with the values, commitment and aspirations of an
organization while a manager operates on the physical resources of an organization. Cuban (1988)
influence and motivate others to achieve goals while management is the efficient and effective
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maintaining of organizational arrangements. Cuban (1988) does however also stress that no special
value is attached to either as in different situations; one can be called upon to be either.
In Day, Harris and Hadfield’s (2001) study of effective school leadership, a sharp
distinction was made between management and leadership which saw management linked to
There are however alternative views to the division of leadership and management. One
view is that leadership and management are overlapping concepts. Lumby (2001) advocates an
‘androgynous’ approach that does not see both concepts as opposites. Bush (2007) postulates that
leadership and management must be given equal prominence if schools are to operate effectively
Thorpe (2014) argues that the division of leadership from management has negative
implications for improving education and focus ought to be placed on running schools rather than
The writers of this paper acknowledge that leadership and management are distinct areas
with different functions, but both are important. Leaders are at times managers and vice versa,
Leadership Theories
Lee-Piggott (2017) states there is no one unifying theory of educational leadership as there
have been several theories advanced over years. O’Donoghue & Clarke (2010) indicate the study
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of leadership has steadily progressed, being examined from several lenses. As a result, there are a
Leadership Approaches
Lee-Piggott (2017) contends that leadership is both about practice and approach, in other
words, it concerns what the individual does and the strategy he employs while doing so. The four
Directive Collaborative
Authoritarian Laissez-Faire
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James (2015) states that the early study of trait theories (1940’s-1950’s) suggests that
leaders exert power because they possess qualities, traits or characteristics, which differentiate
them from less effective leaders. Stogdill (1948) reviewed 124 studies of leadership and classified
the personal factors associated with leadership into the following five categories:
James (2015) went on further to show that later studies in trait theories shifted focus to the
relationship between leader traits and leader effectiveness. A second generation of studies by
Stogdill (1974) concluded trait variables that are currently associated with effective leadership
Day (2001) states leaders’ values are also linked to the degree of leadership success they
experience. Good schools are driven by leaders who are passionate about making a difference in
the lives of the children in their care. This passion is built on core values and beliefs that are
essential to successful leadership. Leithwood et al. (2004) categorized values and beliefs of
Basic human General moral values Professional values & Social and political
values • Equity and social Beliefs values and beliefs
• Respect justice • High expectations and • Teamwork
• Happiness • Inclusivity standards of • Commitment to
• Moral performance the school’s
responsibility • Discipline and vision
• Equal professionalism • Community
opportunities • A passion for learning involvement
• Commitment to and achievement
pupils and staff • Participation of all
stakeholders in the
school
• Quality teaching and
environment for
students
• Image of the school
Lee-Piggott (2017) in her work on educational leadership emphasized that a leader’s
attributes and values are linked to the success he/she possesses. Her work classified successful
Conclusion
various forms, adapting to the needs of the environment with its own belief systems and values.
What can be said is that good leaders seek the best interest of all stakeholders, hoping that their
References
Bennis, W. & Nanus, B. (1985) Leaders: The Strategies for Taking Charge. Reading, MA:
Addison-Wesley
Bush, T., & Glover, D. (2003). School Leadership: Concepts and Evidence. Nottingham: National
Bush, T. (2007) Educational leadership and management: theory, policy and practice. South
Cuban, I. (1988) The Managerial Imperative and the Practice of Leadership in Schools. Albany,
Day, C., Harris, A. & Hadfield, M. (2001) Challenging the orthodoxy of effective school
4 (1)
Day, C., & Sammons, P. (2013) Successful leadership: a review of the international literature.
https://www.educationdevelopmenttrust.com/~/media/cfbtcorporate/files/research/2013/r-
successful-leadership-2013.pdf
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James, F (2015). Report on Leadership: Prepared for the University of the West Indies Faculty of
Harris, A. (2005) Leading from the Chalkface: An Overview of School Leadership. Leadership
https://padlet.com/ralpiggott_00/a8q4pgs3jey4.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How Leadership
http://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-
Influences-Student-Learning.pdf
O’Donoghue, T. & Clarke, S. (2010) Leading learning: process, themes and issues in international
Stogdill, R.M., 1948. Personal factors associated with leadership: A survey of the literature.
Stogdill, R.M., 1974. Handbook of leadership: A survey of theory and research. Free Press, New
York.
Thorpe, A. (2014) Why the leadership and management divide matters in Education: the
implications for schools and social justice. Revista Internacional de Educación para la
Yukl, G. (2013) Leadership in organizations. Upper Saddle River, N.J: Prentice Hall.