LEADERSHIP MODEL CHART

 

LEADERSHIP MODEL	FOCUSED ON	DIMENSIONS OR PRINCIPLES	ROLE OF SCHOOL PRINCIPALS/LEADERS
MANAGERIAL	Given the fact this approach does not have vision, it instead focuses on improving already existing activities.	Managers and leaders must be able to develop and put into action processes involving: goal setting, evaluating, implementing, budgeting, planning and last but not least priority setting.	Authority and influence are allocated to formal positions. Principals and educators do not own any innovations, they on the other hand only need to carry out changes imposed.
TRANSFORMATIONAL	This form of leadership has as its focus the commitments and capacities of the members of the organization. A higher level of commitment and effort in order to meet goals and thus be able to achieve better productivity	• Building school vision. • Establishing school goals. • Providing intellectual stimulation. • Offering individualized support. • Modelling best practices and important organizational values. •Demonstrating high performance expectations. • Creating a productive school culture. • Developing structures to foster.	Transformational leaders must win the commitment of their subordinates in order to have the highest level of achievement. In that order; Directors must generate strategies to achieve the cooperation of teachers and that they do their part with the students. Teachers must make an effort so that the student achieves his best grades and can meet his objectives.
PARTICIPATIVE	The decisions it focuses on are made during the process where they must be defined and decided upon as a group, i.e., participatory leadership, assumes that the group's decision-making processes should be the central focus". The group should be the group's primary focus" (Leithwood et al., 1999:12). The focus is on letting the learner participate in the decision-making methods within the educational institution. This system is mainly based on a democratic system that strives to conduct better participation of the whole institutional body through motivation.	The dimensions or principles are participation, and increased school effectiveness includes participation as a democratic and management principle. It increases the school's point, as democratic principles justify participation. And in the context of center-based management, leadership is open to any legitimate stakeholder in the school. In democratic principles, in centre-based control, leadership is available to any legitimate stakeholder in the school, including the principles of consultative participation, where members have benefits, risks, or other project objections. Still, in the end, the leader is the decision-maker, as having the principle or dimension of parents who are the ones. Through meetings, give their opinion and communicate their agreement and disagreement on new or old projects, which is the principle of cooperation between managers and other areas for effective governance, such as communication of long and short term projects and the direction of project planning mutually beneficial.	The role of school principals and leaders is to unite school staff, relieve pressure on school management, share functions and deepen democratic values. Hence, schools suggest a solid commitment to participatory decision-making. The principal dominates all meetings, executes decisions, delegates functions, motivates students, creates projects, listens to opinions, communicates findings, is committed to the institution, and establishes a democratic structure.
INSTRUCTIONAL	It is focused on the direction of the influence, rather than its nature and source. This means that teachers and directors have a fundamental role in this leadership since they are the source and those in charge of directing all these teaching processes, visualizing the moral aspects and promoting respect for the rules.	One of the dimensions is educational leadership, it is a very important dimension because it points to the central activities of the school, teaching and learning. Instructional leadership focuses on teaching and learning and on the behavior of teachers in working with students.	The task of management at all levels of the educational service is ultimately to create and support the conditions in which teachers and their students are able to achieve learning. Therefore, the degree to which effective learning is achieved becomes the criterion against which the quality of management must be judged. The influence of leaders is directed at student learning through teachers.
POLITICAL AND TRANSACTIONAL	The leadership model most closely aligned with political models is that of transactional leadership. Transactional leadership is leadership in which relationships with teachers are based upon an exchange for some valued resource. Political models are mainly considered as descriptive or explanatory theories. Their proponents claim that these approaches are realistic representations of the decision-making process in schools and universities.	Political models are mainly descriptive and analytical. They are also so immersed in the language of power, conflict, and manipulation that they neglect other standard aspects of organizations. The focus is largely on policy formulation, while policy implementation receives little attention. The results of negotiation and negotiation are supported by, or may seep into, the formal authority structure of the school or university.	For many teachers and school leaders, political models fit their experience of everyday reality in schools. Lindle (1999) Managers have power in the form of key rewards, such as promotion and referrals. However, they require the cooperation of staff to ensure effective management of the school.