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Home News Six Types of Leadership Styles in Education: A Guide for Educators

Six Types of Leadership Styles in Education: A Guide for Educators

Do you aspire to serve as an educational leader who makes an impact in the lives of students? Exploring different types of leadership styles in education in a Master of Education (M.Ed.) program can help you take your career to new levels of success. 

Education leaders play critical roles in helping students learn and grow while creating safe and inclusive learning environments. But which leadership style is best suited to you? By understanding the following six types of leadership in education and how to leverage them, you can ultimately incorporate the leadership style that’s right for you and your school’s needs.

Understanding Leadership in an Educational Setting

Although most people may think of administration when they think of leadership in education, in reality, teachers and other educators inherently serve as leaders of their respective classrooms. No matter the specific setting, strong educational leadership can make all the difference in achieving desired goals and outcomes while helping students (or other teachers) feel valued and supported.

Significance of Leadership in Education

There’s no overstating the impact of effective leadership in education. Whether it’s a confident teacher leading a classroom of 20 students or a principal working to support their staff, educational leadership lays the foundation for safer learning environments, confident classroom management, and effective learning solutions that benefit everyone.

Exploring Six Types of Leadership Styles in Education

There are six primary leadership styles that are used in education, ranging from transformational to transactional. With an understanding of what each type entails, you can determine which approach may work best for you and your school.

Transformational Leadership Style: A Focused Approach

In simplest terms, transformational leadership in education involves leaders working directly with teams to lead by example. With this form of leadership, it is important to look past self-interests and at the “big picture,” striving toward a shared vision in a team setting. Transformational leaders in education tend to be extremely hands-on, working alongside other educators toward a common goal and making sure everybody’s opinions are considered throughout the process.

Instructional Leadership Style: Guiding Academics

Another common leadership style in education is instructional leadership, which is primarily focused on direct teaching and development of learners. The core purpose of this leadership style is to ensure teachers are empowered to do their jobs well, following the idea that all instructors should be able to rely on their knowledge to teach students while drawing on their unique experiences with minimal “rules” in place.

Constructivist Leadership Style: Building Knowledge Together

Another education leadership style to which many adapt is that of constructivist leadership, focused on identifying a problem and allowing students to come up with their own creative solutions. This type of leadership is effective when it comes to getting students and teachers to collaborate and problem-solve while building confidence and critical thinking skills.

Democratic Leadership Style: Encouraging Participation

For schools or districts in which the goal is to foster widespread collaboration and participation, a democratic leadership style may be the most effective approach for administrators, professors, and other education leaders.

Also commonly known as participative leadership, democratic leadership aims to involve teachers and other staff as much as possible in the decision-making process. The idea is that teacher experiences are valued and a solid reflection of the school’s needs. Taking these employees’ opinions into consideration when making key decisions can help everyone feel involved, heard, and valued.

Emotional Leadership Style: Leveraging Empathy

While perhaps less effective in an administrative leadership setting, emotional leadership  can  be a suitable strategy for leaders in a classroom setting. Essentially, this leadership style allows teachers and classroom leaders to connect with students on an emotional level, becoming mentors with a high degree of awareness. The outcome of this leadership style can lead to students’ ability to form safe bonds with their teachers, which can encourage more open, honest dialogue as well as more inclusive learning.

Transactional Leadership Style: Structured and Directive

Last but not least, transactional leadership is yet another common style used in different levels of education. Through this approach, leaders exchange rewards for those who follow instructions and yield desired outcomes. This style is frequent in classroom settings, especially early childhood education, where students may receive rewards for good performance in class. This can be effective because it reinforces positive behavior—but leaders who follow this style should remain mindful of negative consequences, too.

Impact of Leadership on School Culture

Strong educational leadership can have a major impact on school culture. This remains true in all educational settings, from the smallest of early childhood classrooms to the college lecture hall.

How Leadership Styles Shape School’s Culture

In many ways, the leadership style an educator or other leader follows can influence the overall culture of the classroom or the entire school and district. This is because leadership styles affect the way people within a school communicate and collaborate. Additionally, it plays into how people solve or respond to problems and how core values are followed. All of these are central factors in shaping a school’s learning culture.

Role of Leadership in Developing Positive Learning Environments

The ultimate goal of any educational leader is to help ensure all students and staff (where applicable) can enter an environment where they feel safe, included, and valued. Different leadership styles in early childhood education and other contexts can create the positive learning environments students need to thrive and grow.

How Are Different Leadership Styles Used in Education?

In a number of ways, various leadership styles can enhance performance, improve student learning, contribute to student growth, and even advocate for changing student needs.

The Link Between Leadership Style and School Performance

Effective leadership styles can impact school performance in terms of standardized test scores and other metrics. Educational leaders who create inclusive learning environments can empower students to perform their best day in and day out.

Ways Leadership Styles Affect Student Learning

Students tend to learn best in an environment where they feel their ideas are valued and their efforts are seen. An educational leadership style that supports these ideas can help students learn more readily and effectively.

How Leadership Contributes to Student Growth

All students require support in order to grow throughout their journeys. Effective leadership inside and outside the classroom can help students overcome learning obstacles and achieve their full potential.

Leadership’s Role in Advocating Student Needs

Oftentimes, learners rely on their teachers to recognize and advocate for their needs to administrators and other higher-ups. In this sense, an educational leadership style centered on listening to learners and genuinely valuing their input means educators can more effectively understand and advocate student needs to others in positions of power.

Choosing the Right Leadership Style in Education

Whether you are working as a teacher or in more of an administrative role, choosing and committing to a leadership style is an essential step to take in your career. Of course, not every leadership style is suited for all educators, which is why it’s so crucial to weigh your options and select the leadership style that will best serve the needs of your classroom, school, or district.

Factors to Consider When Choosing a Leadership Style

There is a lot to keep in mind when adopting a leadership style as an educator. First, think about your own strengths and weaknesses and how those might apply to your ultimate choice in leadership style. Do you naturally enjoy collaborating and working with others? If so, then a more transformational or instructional approach may be better.

On the other hand, you’ll also need to consider the needs of your school or classroom. This means taking a step back to assess what your learners truly need, then brainstorming leadership styles that may align best with those needs.

Adapting Leadership Style According to Needs

It’s also important to understand that choosing a leadership style doesn’t necessarily mean you’re committed to that approach for the rest of your career. In fact, your leadership style  should  evolve and change over time rather than remain static. This way, you are constantly reevaluating your strengths, weaknesses, and students’ needs and adapting to make changes as necessary.

How an M.Ed. in Administration and Supervision Program Can Help Form a Leadership Style

If you’re looking to build your confidence and knowledge as an educational leader, it may be time to explore a formal degree program that supports and provides you with the resources you need to thrive. An M.Ed. in administration and supervision can be an ideal way to gain a competitive advantage and expand your career prospects and opportunities.

How an M.Ed. in Administration and Supervision Gives Leaders an Advantage

Specifically, the M.Ed. in administration and supervision  at Marymount University is designed with educational leaders in mind, empowering students to become more effective and innovative leaders while fostering key values such as ethics, social justice, and integrity.

In addition, this program is offered fully online, allowing even the busiest of professionals to continue their crucial work while pursuing an advanced degree that benefits them. As part of this program, students can also pursue their administration and supervision licenses.

Career Opportunities After Master of Education in Administration and Supervision

Those who complete a Master of Education program can expand their career opportunities to encompass any number of in-demand roles, with potential options including:

• Admissions counselor
• Educational researcher
• Senior curriculum specialist
• Leaders in public, private, and Catholic schools

Likewise, all students who complete an  M.Ed. program through Marymount University  are also licensed to teach the following in the state of Virginia:

• Elementary education (PK-6th grade)
• Secondary education (6th-12th grade)
• Special education (K-12th grade)

Potential Salary Ranges for Graduates

The potential salary for a graduate of an M.Ed. program varies greatly depending on a variety of factors, including the exact role, level of experience, and geographic location of the job. However, according to the United States Bureau of Labor Statistics (BLS), the median pay of an elementary, middle, or high school principal with a master’s degree is  $101,320 per year . Meanwhile, postsecondary education administrators with master’s degrees earn a  median pay of $99,940 per year .

Can an Effective Leadership Style Enhance the Quality of Education?

There’s no denying the impact an effective leadership style can have on the overall quality of student education. Of course, not all leadership styles are ideal for all learning environments; that’s why it’s so essential to carefully assess needs and outcomes before settling on an educational leadership style for you. From there, you can serve as a confident leader who makes a true difference in the lives of your students.

Interested in earning a higher degree in the realm of education? Get in touch with an advisor at Marymount University to learn more about our program options.

https://marymount.edu/academics/education/master-of-education/administration-and-supervision/

https://marymount.edu/academics/education/master-of-education/

https://accountingprofessor.org/what-are-the-8-effective-leadership-styles-in-education/

https://www.bls.gov/ooh/management/postsecondary-education-administrators.htm

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The education system is on a precipice. As teachers and staff work to manage classrooms, empower their students, care for their emotional well-being...

Leadership styles in education: nine ways educators guide talent.

Posted on October 30, 2023 on Graduate School , Seahawk Nation

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The education system is on a precipice. As teachers and staff work to manage classrooms, empower their students, care for their emotional well-being and address behavioral issues, they are relying more heavily on their leadership for counsel, guidance and support. At the same time, those in education leadership are often balancing the demands of administrators or boards with the needs of their staff.

As a result, effective leadership in education has never been more important. If you are considering a career as an educational leader, now is the time to begin fine-tuning those leadership skills as you decide what type of leader you want to become.

Educator Leadership in Education

Leadership in education is most often associated with administrators at school buildings or within a school district. Common leadership positions include principals, deans, superintendents and provosts. However, leadership in education can extend beyond these traditional positions. For example, a teacher may not be in a managerial role, but they may be considered a leader among their peers due to their effective teaching style or their ability to mentor other educators.

Leadership in education refers to any professional who prioritizes student learning and improves the atmosphere in the building or in the organization. Leaders in education are willing to guide, nurture and support other members of the team, and may be involved in day-to-day decision-making s or I in long-term planning. In an increasingly complex environment, an effective and forward-thinking school leader is invaluable.

Importance of Leadership Styles

Leadership styles in education are essential because they allow individuals to build and utilize their own unique skills to develop into strong leaders, and to develop other styles as they grow professionally. A strong leader is confident and self-assured and knows how to rely on their personal strengths and professional skills to bring out the best in those around them. Educational leaders who recognize and employ their own specific leadership style are better able to:

• Create a safe and secure school environment in which students respect their teachers and peers.
• Assist teachers with classroom management, ensuring that teachers feel supported as they create a positive learning environment for their students.
• Develop effective solutions that benefit everyone in the school community, including students, families, teachers and staff members.

How to Decide on a Leadership Style

As you imagine the type of leader you want to be in an educational institution, it’s important to be aware that there are several distinct leadership styles. In most cases, people feel that they connect strongly with one type of style or another, but many leaders effectively blend techniques from the various styles to create a leadership identity that feels right for them. According to the Principal Playbook , you can decide on a leadership style by:

• Being aware of your strengths and natural leadership qualities. Your personality will have a significant influence over which leadership style you connect with the most.
• Learning more about the common leadership styles in education. There are nine distinct leadership styles in education, each of which emphasizes a different approach to leading within a school environment. The ability to differentially employ multiple styles depending on the situation or need is something that every leader can aspire to and grow into.
• Taking on leadership positions in the initial stages of your career to begin honing your leadership skills. These may include taking the lead on a staff committee or mentoring a student club at your school. These are smaller leadership roles that allow you to become more confident in your abilities.

Common Leadership Styles for Educators

Whether you aspire to be an elementary school principal or would like to be an administrator of an entire school district, you will find that there are several leadership styles in education that you can adopt. You may find that you connect with one of these styles, or you may choose to transition between several styles depending on the circumstances. The most important thing you can do is learn about these various learning styles and adopt them according to your personal strengths and professional goals.

1. Transformational Leadership Style

The transformational leadership style relies heavily on encouragement to inspire others to do their best and continue reaching for their goals. It is a style the resonates with teachers, as all teachers want their students to become the best version of themselves.

In addition to providing support and encouragement, transformational leaders also focus on skill development. They want to empower those around them to develop the skills and techniques they need to reach their personal goals.

You may be a transformational educational leader if: · You believe in the power of a growth mindset .

• You genuinely feel that there is good in everyone.
• You enjoy developing strong relationships with those around you.

2. Instructional Leadership Style

Instructional leadership is considered to be one of the most effective types of leadership styles in education. This leadership style emphasizes the importance of providing instruction directly to students and teachers, which is why it is most common in the education field.

An administrator who has adopted the instructional leadership style knows that teachers do not need to be micromanaged to be effective in their classrooms. They know that they have hired qualified and experienced teachers with the skills needed to prioritize student learning. By giving teachers autonomy, instructional administrators earn their respect and admiration.

You may be an instructional leader if:

• You prefer looking at the larger picture.
• You enjoy focusing on student growth and development.
• You are naturally confident and open-minded.

3. Constructivist Leadership Style

The constructivist leadership style is ideal for an educational leader because it is focused more on empowering others to hone their critical thinking skills and come to their own conclusions, rather than having a problem solved for them.

An administrator who is a constructivist leader is willing to let their teachers collaborate and work together to produce solutions that benefit both students and staff members. Teachers who enjoy working with this style of leader often transmit this same preference to their own students, allowing them to connect and collaborate with one another as they work toward a solution to problems. Constructivist leaders give those around them the chance to build confidence in their decision-making skills and learn first-hand how to collaboratively work toward solutions.

In today’s educational environment, soft skill development is more important than knowledge acquisition in many instances. As a result, the constructivist leadership style prioritizes those skills and empowers those around you.

You may be a constructivist leader if:

• You believe that the process is sometimes more important than the outcome.
• You enjoy collaborating with others and working toward a common goal.
• You are motivated by finding innovative solutions to challenging problems.

4. Democratic Leadership Style

Democratic leaders are particularly valuable in education, where there are many key players working together to create an engaging learning environment for all students. The democratic leadership style prioritizes collaboration above direction, and a democratic leader seeks feedback before making a final decision.

A principal who adopts the democratic leadership style, for instance, is more likely to involve teachers and staff members in the decision-making process. They will bring together diverse groups of people with the relevant skills, information and insight to collaborate on solutions that are best for the school community at large.

The democratic leadership style is also an ideal option for teachers. It empowers the students in the classroom and allows them to feel as if they play a valuable role in classroom life while providing them with practical experience participating in the democratic process.

You may be a democratic leader if:

• You enjoy working with others.
• You prefer to collaborate when it comes to decision making.
• You value engagement.

5. Emotional Leadership Style

Sometimes referred to as affiliative leadership, the emotional leadership style heavily considers the feelings and needs of others in the decision-making process. It is a powerful leadership style in a school environment in which many students and staff members are learning to manage their own social and emotional health.

The emotional leadership style can be beneficial when managing a crisis or a stressful circumstance, but it often has to be combined with another leadership style to be wholly effective. This is because an individual who adopts the emotional leadership style may feel more compelled to take a passive approach to leadership as they navigate the feelings of others. The leader employing the emotional leadership style might also want to employ the transactional, instructional, or transformational style as a counterpoint.

However, this leadership style can be particularly effective for teachers who are working to manage a classroom of students. Teachers who lead with an emotional style are more likely to be aware of how a student’s outside life is impacting their time in the classroom, and they may be more adept at creating innovative solutions to help them thrive.

You may be an emotional leader if:

• You are self-aware and capable of regulating your emotions.
• You know how to effectively communicate with others.
• You consider yourself to be naturally compassionate or empathetic.

6. Transactional Leadership Style

The transactional leadership style is a traditional approach in which the leader provides instruction to the individuals they oversee with the promise of a reward for doing as they are told. It is a leadership style that provides clarity, but transactional leaders must often blend their approach with another style to be truly effective.

Transactional leadership is particularly powerful in a classroom environment. Teachers who utilize this leadership style can manage classroom expectations by rewarding positive behavior and punishing negative behavior.

You may be a transactional leader if:

• You prefer to provide those around you with clear expectations.
• You are calm and controlled and prefer an orderly environment.

7. Authoritative Leadership Style

The authoritative leadership style is a no-nonsense approach to leadership that can be incredibly effective under the right circumstances. An authoritative leader sets clear expectations with defined consequences for failing to meet those expectations.

The authoritative leadership style is ideal for high-level administrators in education, such as a superintendent or dean of students, as they have many people who rely on them to make decisions and maintain order. Authoritative styles also work well in situations where major change needs to occur, particularly when it relates to faculty or staff failure to perform. The authoritative style can be used to strong effect to make meaningful change, following blending this style with other styles once change has occurred.

You may be an authoritative leader if:

• You communicate effectively.
• You know how to delegate tasks and use persuasion.
• You have a consistent approach to leadership.

8. Servant Leadership Style

Due to the nature of the education field, the servant leadership style is prevalent. A servant leader is one who puts the needs of others before their own, and they feel compelled to lead to serve the community at large.

Servant leaders are aware of when they need to act versus when they need to let others take the reins.

You may be a servant leader if:

• You commonly put the needs of others before your own.
• You believe that the community benefits when more people work together.

9. Strategic Leadership Style

A strategic leadership style emphasizes the importance of focusing on long-term goals. A strategic leader not only makes the best decision for today, but they also are constantly looking to and planning for the future.

This leadership style is ideal for those in educational administration, as they are often in charge of day-to-day operations as well as long-term growth and development.

You may be a strategic leader if:

• You have strong critical thinking skills.
• You enjoy data-based analysis.
• You effectively set and achieve both short-term and long-term goals.

Develop Your Educational Leadership Skills at Keiser University Graduate School

At Keiser University Graduate School , we offer a wide range of programs for those who want to advance their career in education. For example, we offer an educational specialist in education leadership degree as well as a Master of Science in Educational Leadership . Both options are skills-based programs that can help you develop an understanding of what is required of an educational leader today.

Request more information about our programs or contact a graduate admissions counselor today to find out which program is best for your personal and professional goals.

Make your educational leadership style work for you

May 15, 2023

Sarah Mathias

5 effective leadership styles in education—how to make them work for you.

As an education leader, you play a pivotal role in your district’s success—from guiding students along their learning paths to providing safe, inclusive school environments, to making important budget decisions. And although the last few years have been especially challenging, you need to keep showing up and doing your job well. Your community depends on it.

So how do you do it right? There are many educational leadership styles to work with. Here, we discuss five effective leadership styles in education and how to make them work for you.

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In this article, what are educational leadership styles, the 5 most effective educational leadership styles, instructional leadership, coaching leadership, democratic leadership, constructivist leadership, transformational leadership, include your community in decision-making to enhance your leadership style, making your educational leadership style work for you.

Leadership in education is a key component of a positive school culture and profoundly impacts student learning and achievement. In fact, with the right approach, effective school leadership can provide the key to education transformation , changing an average school or district into a successful one.

Using effective leadership practices in schools is crucial to providing an appropriate learning environment for students. There is no “best” leadership style in education—leaders can apply different leadership methods based on needs.

Leadership styles may vary. And from instructional to democratic to transformative, not all educational leadership styles are equal. Let’s look at some of the most effective styles and how to make them work for you and your district.

Constructivism allows students to deepen their understanding of what they’re learning by interacting with one another and exploring their perspectives on a particular topic or issue. It empowers and builds confidence.

Using this leadership style, teachers start with a problem and let their students find solutions. They also encourage their students to share ideas, collaborating to solve problems together.

When teachers give students opportunities to explore, discover, and create, students develop skills that will help them succeed in college and beyond

Transformational leadership is an effective way to teach and run a school. Following this model, educators—deans, principals, professors, and teachers—lead by example. This style focuses on role-modeling, where leaders influence, inspire, and encourage employees to deliver positive change.

A transformational leader will work with teams beyond their immediate self-interests to identify needed change and create a vision to guide it.

Leaders create an innovative culture in the school by inspiring others. As a result, people running the education institute share a sense of purpose and are also given a chance to have their voices heard during the decision-making process.

Whatever leadership style you choose, from instructional to transformational to any style in between, include your community for the best results. Creating an inclusive environment for your district and your schools, where you tap into your community’s insights—and use them—is key.

Our partners are doing educational leadership right. They’re using ThoughtExchange to enhance and broaden access to engagement initiatives; ensure priorities are aligned to build trust, empathy, and belonging; and create equity at scale.

Saddleback Valley USD includes community voice in district plans

Michael Gomez, Ed.D., District Coordinator of Assessment, Accountability, and New Teacher Induction for Saddleback Valley USD, exemplified transformational leadership when he adopted ThoughtExchange survey and community engagement software.

He gathered diverse perspectives and nuanced data from his entire district to inform his plan, using the platform to enhance and broaden access to the district planning process. This allowed him to make informed decisions that were more likely to be supported by the community.

Washington’s Highline Public Schools establishes community trust to pass bond

Superindendent Dr. Susan Enfield knows that passing a bond doesn’t happen overnight. Gaining the community's confidence takes time, trust, and transparency. Constituents need to share their thoughts and concerns, know you value the money they’re trusting you with, and believe you’ve really heard them.

Dr. Enfield shares how creating a fair process through ThoughtExchange helped her district pass a bond for the first time in 10 years:

U-46 students shape critical African American studies curriculum

Dr. Teresa A. Lance, Assistant Superintendent of Equity and Innovation at Illinois’ Elgin School District U-46, tapped into her students’ voices to create an African American Studies course. This helped create equity at scale and aligned with the district’s mission to systematically meet students’ unique learning needs while preparing them to contribute to a global community.

Teresa Lance, Ed.D. , Assistant Superintendent of Equity and Innovation, Elgin Area School District 46, Illinois

Your leadership style is integral to creating a positive school culture and influencing your students’ learning and achievements. Consider using an engagement and survey platform like ThoughtExchange to enhance and broaden access to engagement initiatives; ensure priorities are aligned to build trust, empathy, and belonging; and create equity at scale.

By tapping into your community’s collective intelligence and including them in the decision-making process, you can help your district thrive.

Ready to learn how ThoughtExchange can help you take your educational leadership style to the next level?

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In This Article Expand or collapse the "in this article" section Theories of Educational Leadership

Introduction, general overview of educational leadership styles and related theories.

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Theories of Educational Leadership by Lorri Michelle Johnson Santamaría LAST REVIEWED: 30 August 2016 LAST MODIFIED: 30 August 2016 DOI: 10.1093/obo/9780199756810-0153

Prior to understanding theories of educational leadership, it is important to begin with a comprehensive definition of educational leadership. In this article, educational leadership is the professional practice of a leader (or leaders) in an administrative role(s) working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers and in elementary, secondary, and postsecondary institutions. These people are most often individuals or small teams employed as school site leaders, principals, and assistant or associate administrators. In early childhood, higher education, or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States, where frameworks have been drawn largely from industry and commerce management principles. Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the United States and similarly developed nations. Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic, and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools, and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts. Beyond seminal notions and ideations of educational leadership, developing and sometimes groundbreaking theories contribute to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices. A closer look at these elements further reveals theoretical types of educational leadership (e.g., styles, traits, behaviors), characteristics of educational leadership (e.g., management versus leadership, power, coercion, conceptual frameworks), or the activities or practices educational leaders engage in as expressions of their leadership in action (e.g., approaches, ways of leading). Each element is dependent on the educational context within which it occurs and warrants the consideration of multiple and international perspectives for relevance in diverse and global societies in the 21st century. Therefore, this article includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories. Additionally, this article provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered. Pertinent examples are provided from each area for further exploration, consideration, and study by readers.

While literature on educational leadership styles and related leadership theories has been contested by scholars in works such as Spillane, et al. 2004 , representative research discusses leadership styles as relevant to the field. Contributions on educational leadership styles provide reference points from which to begin a deeper consideration of theories of educational leadership. Familiarity with these works (e.g., servant, authentic, instructional/ pedagogical, distributed, transactional, transformational, etc.) is relevant for students, aspiring leaders, practitioners, and academics interested in the discipline to understand ways in which the theories have been developed, are manifested, and are sometimes contested in educational settings. Following the general to specific, business, commerce, management to education progression, and cross-disciplinary nature of educational leadership theories, servant leadership emerges as one of the oldest if not the first leadership style. Many researchers have studied servant leadership, however, Greenleaf and Spears 2002 (originally published in 1977) provide the most thorough presentation of the type. The authors of these works present philosophical underpinnings of servant leadership in educational and other contexts with clear connections to authentic, transactional, and transformational conceptualizations of leadership in education. Evidence of the dynamic nature of educational leadership is provided in the varied opinions on particular leadership styles. For example, scholars, in works such as Avolio and Gardner 2005 , present authentic leadership in schools, while Southworth 2012 and West-Burnham 2013 present understandings of and counter-perspectives to instructional and pedagogical leadership. Similarly, Harris 2004 features the pros and cons of distributed leadership specific to educational contexts. Building on multiple voices in educational leadership, an intriguing juxtaposition is found to exist between transactional and transformational leadership. To learn about it, new students and practitioners should consult Bass 1999 . Complementing this work, the contributors to Leithwood, et al. 2009 write about and assert the benefits of transformational leadership, whereas Fink 2005 and Day 2003 offer critiques of this style. In a further departure of transactional leadership, Shields 2010 pushes beyond the theory by introducing transformative leadership as a style more inclusive of leadership for social justice and more appropriate for culturally and linguistically diverse contexts. This work is similar to those of Bogotch 2002 and Brown 2004 . Further demonstrating the multiple ways in which educational leadership styles can be conceptualized by scholars and researchers in the field, Fehr, et al. 2015 and Frick 2009 investigate moral leadership. Readers are reminded that this comprehensive general overview is open to additional exploration and, as such, it is not exhaustive. It is designed to set the stage for conceptual framing of educational leadership theories through a deeper consideration of the theme. Selected handbooks and textbooks serve to bring together all of the aspects covered in this entry in single volumes from a variety of worldviews and perspectives.

Avolio, Bruce J., and William L. Gardner. 2005. Authentic leadership development: Getting to the root of positive forms of leadership. Leadership Quarterly 16.3: 315–338.

DOI: 10.1016/j.leaqua.2005.03.001

Excellent read. Leading scholars in the field provide readers with diverse theoretical and methodological perspectives, including discourse on definitions for the constructs of authenticity, authentic leaders, authentic leadership, and authentic leadership development, including a detailed description of the components of authentic leadership theory.

Bass, Bernard M. 1999. Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology 8.1: 9–32.

DOI: 10.1080/135943299398410

Peer-reviewed article is significant because it offers a review of the research to the date of publication on transformational leadership considering application in interdisciplinary contexts (business, military, industrial, hospital, and educational). A key contribution because it states research findings that indicate women leaders tend to be more transformational than their male counterparts.

Bogotch, Ira E. 2002. Educational leadership and social justice: Practice into theory. Journal of School Leadership 12.2: 138–156.

Expert author in the field explores and defines social justice leadership in educational contexts and concludes its creation is dependent on community context and players with pluralistic or individual means and ends. Important foundational reading for understanding other theorists who include social justice aspects in their scholarly contributions on educational leadership.

Brown, Kathleen M. 2004. Leadership for social justice and equity weaving a transformative framework and pedagogy. Educational Administration Quarterly 40.1: 79–110.

DOI: 10.1177/0013161X03259147

Features strategies to help pre-service leaders develop as transformative, reflective scholars and practitioners actively engaged in political, emancipatory interests by way of examination of ontological and epistemological assumptions, values and beliefs, context and experience, and competing worldviews.

Day, Christopher. 2003. What successful leadership in schools looks like: Implications for policy and practice. In Handbook of educational leadership and management . Edited by Brent Davies and John West-Burnham, 87–204. London: Pearson Education.

Book chapter in edited handbook. Offers a balanced critique of transformational leadership from an international perspective.

Fehr, Ryan, Kai Chi Sam Yam, and Carolyn Dang. 2015. Moralized leadership: The construction and consequences of ethical leader perceptions. Academy of Management Review 40.2: 182–209.

DOI: 10.5465/amr.2013.0358

Current research provides an overview of moral leadership and features the construction and consequences of ethical leader perceptions. It also reveals ways in which values underlying the moralized behaviors of leaders determine specific types of follower behavior.

Fink, Dean. 2005. Developing leaders for their future not our past. In Developing leadership: Creating the schools of tomorrow . Edited by Martin J. Coles and Geoff Southworth, 1–20. Maidenhead, UK: Open Univ. Press.

Frick, William C. 2009. Principals’ value-informed decision making, intrapersonal moral discord, and pathways to resolution: The complexities of moral leadership praxis. Journal of Educational Administration 47.1: 50–74.

DOI: 10.1108/09578230910928089

Good article for understanding the nuances of what is meant by moral leadership. The research featured explores internal struggles experienced by school leaders when making ethically informed judgments. Contains principals’ intimate reflections about professional decision making in response to personal versus organizational and/or professional value discrepancy.

Greenleaf, Robert K., and Larry C. Spears. 2002. Servant leadership: A journey into the nature of legitimate power and greatness . Mahwah, NJ: Paulist.

The seminal book on servant leadership, this book is an interdisciplinary must-read for those interested in learning more about this enduring leadership style. Originally published in 1977.

Harris, Alma. 2004. Distributed leadership and school improvement: Leading or misleading? Educational Management Administration & Leadership 32.1: 11–24.

DOI: 10.1177/1741143204039297

Important article on the topic by a leading scholar who suggests further research is needed to confirm a relationship between distributed forms of leadership and improved student learning outcomes.

Leithwood, Ken, Doris Jantzi, and Rosanne Steinbach. 2009. Changing leadership for changing times . 2d ed. Maidenhead, UK: Open Univ. Press.

Originally published in 1998. Examines the types of leadership that are likely to be productive in creating and sustaining schools with records of improvement. It is based on a long term study of “transformational” leadership in school restructuring contexts and offers what the authors consider to be a highly readable account of leadership that is grounded in empirical evidence.

Shields, Carolyn M. 2010. Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly 46.4: 558–589.

DOI: 10.1177/0013161X10375609

Author/scholar and leader in the field delineates a theory of transformative leadership, distinct from other theories (transformational or transactional leadership) to assess the utility of the theory for guiding the practice of educational leaders who want to effect both educational and broader social change.

Southworth, Geoff. 2012. Connecting leadership and learning. In Leadership and learning . Edited by Jan Robertson and Helen Timperley, 71–85. London: SAGE.

The author in this edited book argues that leadership should be focused on teaching and learning and, in particular, pedagogical practices.

Spillane, James P., Richard Halverson, and John B. Diamond. 2004. Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies 36.1: 3–34.

DOI: 10.1080/0022027032000106726

Widely read scholars of educational leadership suggest the term style offers a fixed approach to leadership and that more critique of this term is called for with regard to educational leadership.

West-Burnham, John. 2013. Contemporary issues in educational leadership. In Principles of school leadership . Edited by Mark Brundrett, 9–26. London: SAGE.

West-Burnham offers a commentary on the evolution of school leadership and management theory.

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Navigating Educational Leadership: Challenges, Styles, and Impacts -A Systematic Review

2024, International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence

The systematic review delves into the multifaceted landscape of educational leadership and management, highlighting diverse leadership styles, challenges in leadership development, impacts on teaching practices and student outcomes, and gender disparities in leadership roles. Transformational, instructional, and distributed leadership styles emerge as pivotal in shaping educational institutions, with effective practices positively influencing teaching quality and student achievement. However, challenges such as the lack of established qualifications for school leaders and gender disparities pose significant barriers to leadership development and equity. The study emphasizes the need for policymakers and stakeholders to prioritize the cultivation of effective leadership pipelines and support mechanisms to address these challenges. Initiatives to promote gender equity and empower women in leadership roles, such as scholarships and fellowships, are also advocated. Ultimately, the findings underscore the critical role of educational leadership in shaping the future of education and call for collaborative action to cultivate inclusive, effective, and visionary leadership practices that advance educational excellence and equity.

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While issues of education reform and improving schools have long focused on the decisive role of the teacher, the critical role of the school leader has gained increasing attention in the public sphere, given shifts in federal education pohcy that have focused more explicitly on the importance of great teachers, as well as great leaders. As a result, research on educational leadership affirms that leadership matters and sets the scope, structure, and sequence of student learning and academic programmatic delivery (Brown & Hunter, 2006). The question facing all professional educator preparation programs is, what kind of leaders are we producing? It is important for schools, colleges, and departments of education to demonstrate the effectiveness and utility of their professional leadership preparation programs. The public vilification of schools and student achievement portend a unique opportunity to delineate the complex nature of our work. The piupose of this special issue of the Joumal of School Leadership is to expand the knowledge and research base on issues of educational equity, community engagement, and academic excellence as informed by leadership theory, research, and practice. It does this by featuring the work of students and faculty of the Holmes Scholars® Program and extending both the conversations and the research that deal with issues of equity, engagement, and educational excellence as perceived, valued, experienced, and informed by the educational leader.

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The gender of school leaders makes a difference in career paths, personal life, and characteristics of workplace. There is additional evidence that men and women are appointed or elected to lead different kinds of educational jurisdictions. Even if those differences did not exist, equitable access to leadership positions for people of different backgrounds would make this an important issue. This article reports gender-related findings from the American Association of School Administrators 2015 Mid-Decade Survey. Findings confirm many of the trends in research on the superintendency over the past 15 years. The profiles of women superintendents are becoming more like their male counterparts. Both men and women appear to be less mobile than in the past. Men and women are spending about the same time as teachers before becoming superintendents, women and men appear to experience stress similarly, and women are receiving mentoring much more than in the past. There are few data to support the beliefs that women superintendents, more than men, are limited by family circumstance although this survey sheds no light on perspectives of women aspirants. This survey also confirms that there are a variety of paths to the position providing opportunities for women who have not necessarily had the typical teacher/principal/central office administrator trajectory. Nevertheless, significant differences still exist. Most important is that men are still four times more likely than women to serve in the most powerful position in education, and both women and men of color are still grossly underrepresented.

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Leadership is the ability through which people follow a leader at their own will. Leaders do not exert any influence upon others; instead they give a vision and have a clear picture and prerequisite skills of how to achieve it. Educational leadership is the process of directing the potentialities and energies of teachers, students, parents and all the stakeholders towards the achievement of shared educational goals. It has become evident through researches that leadership is that ability which is genderless. Comparative studies related to gender in school administration has proved that under female leadership the performance level and learning achievement of students was higher. The prime responsibility of educational leaders is to convert teaching institutions into learning institutions. The gender differences in leadership styles are observable but it is not proved that men are better leaders as compared to women. Both of them can excel in effective educational leadership if they ...

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Leadership Styles in Education

Leaders take charge of a situation to bring it to a swift conclusion. However, not all leaders approach a problem the same way. Leadership styles are as unique as the individuals displaying them. Educators have the task of disseminating knowledge and instructing on various topics. How they do so changes from teacher to teacher.

The education field has many leadership examples. A visionary leader, for example, may seek to start a group at work for colleagues to deal with anxieties or issues that students may encounter outside of school. The aim would be to help students to perform better while in school. Visionary leadership demonstrates how a leader in the education system can impact peers and provide a positive environment for students.

Becoming a school leader is more than a matter of vocation; it’s a calling, and it can be the result of hard work and advanced education. Programs like the online Master of Education in Educational Leadership are designed to help accomplished educators take their leadership skills to the next level and make a stronger impact on their students.

Why Leadership Is Essential to Education

Educational leaders take responsibility for their peers and those working under them. They usually rise in a school’s hierarchy to senior administrative positions. Due to the way that educational districts design school hierarchies, leaders are responsible for the administration of an entire school or even an entire educational district. In either position, the leadership types the professional displays will differ based on the situation and the type of leader they are. Some job functions that fall under educational leadership include:

• Principal. Principals have the responsibility of managing entire schools. Their main role is to provide strategic direction in the school system. Their duties and responsibilities include both general administrative tasks, from managing the budget to improving the school infrastructure, and educational tasks that aim to create a competitive school culture that both teachers and students can observe.
• Vice Principal. The second in command in a school, the vice principal shares responsibilities with the principal and performs that role in an acting capacity if the principal is unable to.
• Superintendent. District superintendents have the task of ensuring the overall success of educational areas under their purview. Their metrics may vary, but many superintendents focus on national test scores as a gauge for their districts’ success.
• Assistant Superintendent. Assistant superintendents help superintendents to perform their duties. They’re also instrumental in dealing with a school district’s specific needs, such as transportation or a curriculum.

All of these different professionals discover problems that may exist in the education system and seek to solve them. Their responsibilities lie with the implementation of an equitable learning environment, as well as shaping educational reform. Despite the similarity in their goals, however, their leadership styles in education may be quite different.

Different Leadership Styles in Education

Leaders in the education field have as their main mission the improvement of the education system. To do this, they critically examine issues and propose solutions that can bring about change. However, while they may be the administrators, the task for implementing those changes falls to the teachers who work alongside them. Different leadership styles in education are essential in inspiring teachers to fulfill their mandate to improve the education system as a whole. The leadership styles a professional may use will vary distinctly.

Constructivist Leadership

Charismatic, inspiring leaders encapsulate the hallmarks of transformational leadership. Their leadership type plays upon the emotions of the follower. These leaders don’t always connect with the audience, but when they do, they can motivate people like no other leadership style can. Transformational leadership’s downside is that the leader needs to embrace the persona constantly.

For administrators in the education system, transformational leadership can create change quickly in the culture and operation of a school or district. Transformational leaders not only inspire others to help them institute change but also encourage job satisfaction among the staff they lead.

Distributed Leadership

Distributed leaders aren’t concerned as much with leading and inspiring others as with the completion of tasks. Leaders in school systems have to handle increasingly complex tasks. With all the pressure put on them, they must learn to delegate actions to those who are best suited to complete them. The distributed leader is a master strategist, assigning tasks that followers are comfortable doing and using their inherent skills efficiently.

A demonstration of this leadership type is a vice principal who needs to perform a certain task. The vice principal goes through the staff roster and selects a small group of individuals who can bring their skills to bear on the project. The vice principal then assigns tasks to each individual, with deadline dates, and moves on to another item of importance. The job gets done as all the members work together to accomplish it.

Invitational Leadership

Invitational leaders don’t see themselves as authoritarian. Instead, they focus on the connectedness of their staff. These leaders aim to promote positivity in the workplace. Invitational leaders create accepting environments that are conducive to learning. Their style operates on the knowledge that all stakeholders of the school or district should have a say in what happens. The changes they bring about are gradual but encompass the will of those who would be affected, making even drastic changes acceptable to the majority.

Strategic Leadership

Strategic leadership looks at the big picture. While many of the other leadership types deal with the administration of everyday needs, strategic leaders look at what the future holds for the school or district. The positive side of this leadership is that it allows for long-term planning and execution. However, strategic leaders may find themselves having problems with daily administration.

Each of the previously mentioned leadership styles has the same goal in mind: creating an environment that’s conducive to students’ needs. While their methods may be different, the mission remains the same.

How to Become an Educational Leader

Professionals who want to see the education system improve are the ideal candidates for becoming educational leaders. The positions can be well paid, with the U.S. Bureau of Labor Statistics (BLS) reporting that postsecondary education administrators earned a median annual salary of $94,340 in 2018, and elementary and secondary school education administrators earned a median annual salary of $94,390 in 2017. The BLS projects the job growth rate for postsecondary administrators to be faster than average, at 7%, between 2018 and 2028.

The road to being a professional in this field starts with finishing an undergraduate degree and getting some teaching experience. After that, the professional should complete a master’s degree.

The LSU online Master of Education – Educational Leadership

Whether you're an educational administrator or a teacher who wants to rise to a leadership position in education, the LSU online Master of Education – Educational Leadership program will prepare you to assume an advanced managerial and administrative position in the education sector.

The program’s coursework explores the organizational side of education, addressing concepts such as school budgeting, student performance assessment, evaluating teaching and support staff, as well as curriculum development. It provides students with the unique opportunity to network with leading professionals in the field and learn from the best educators at Louisiana’s only university honored in the “very high research activity” category by the Carnegie Foundation.

The program’s core courses build on the foundational topics of education by introducing advanced techniques and concepts such as Ethics and Educational Leadership, or school improvement and action research. On the practical side, students can also learn best practices in school administration.

Learn More About an Online Master of Education in Educational Leadership

As an educator today, you must be equipped to navigate political and bureaucratic hurdles and overcome difficulties such as decreased resources and personnel. In order to achieve this aim, you have to build upon your leadership skills and improve your ability to navigate school or state-level challenges and direct organizational change. A master’s in educational leadership will help you develop the skills to do just that.

Are you ready to explore your future in educational leadership? Check out the LSU Online Master of Education in Educational Leadership and start down the path of advancing your career today.

Recommended Readings:

What Can I Do With a Master’s in Educational Leadership

Considering an Online MBA? Explore the Possibilities

Make the Most of Educational Leadership Conferences

EdTechReview, “Educational Leadership Styles for School Leaders to Know”

Indeed, 10 Common Leadership Styles (With Examples)

ScienceDirect, “Leadership Styles and School Effectiveness: Empirical Evidence from Secondary Level”

Taylor & Francis Online, “The Where and What of Education Today: A Leadership Perspective”

The Edvocate, “5 Leadership Styles That Can Transform Education As We Know It”

U.S. Bureau of Labor Statistics

U.S. Bureau of Labor Statistics, Postsecondary Education Administrators

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5 Effective Principal Leadership Styles

Across the US there are educational institutions, particularly in high-poverty areas, that do not provide an environment conducive to learning. For example, data from the National Center for Education Statistics in 2017 revealed a 32-point gap in mathematics scores between fourth-grade students in high-poverty schools and those in low-poverty schools. Closing the achievement gap takes leadership. Principal leaders can apply different leadership styles to implement solutions that improve learning environments and address the shortcomings in schools and classrooms. In addition to principals, other leaders such as teachers, charter school leaders, administrators, and nonprofit executive are in prime positions to provide the guidance needed to turn school performance around.

Leaders in Academic Settings

In every great school, you’ll find academic leaders making a significant impact on the lives of their students. While many of these leaders contribute to a school’s success, the most visible role of all is that of principal.

Principals have oversight of their school’s operations, coordinating daily activities, curricula, staff, and schedules. They are ultimately responsible for the learning environment in elementary, middle, and high schools. They set academic goals and empower teachers with the necessary resources to align their classrooms with those aims.

Other school administrators, such as superintendents, who oversee school operations for an entire district, have an essential role to play in creating effective academic settings as well. Administrators ensure that school environments are safe and comfortable for students, and they manage policies and procedures so that teachers can focus on educating. They also provide appropriate curricula and mentor school employees to become leaders. Other administrator roles include assistant superintendent, assistant principal, and athletic director.

Teaching methods continue to change and evolve. Examples include personalized learning, which provides teachers with opportunities to consider the unique characteristics of students in their lesson plans. New technologies, such as laptops and smartboards in the classroom, have empowered students with autonomy and choice. Another teaching method, hands-on learning, enables teachers to assess students as they participate in projects designed to help them put what they learned in the classroom into practice. Strong educational leaders are able to implement innovative methods such as these in their schools.

At every level and phase of the academic experience, principals, teachers, charter school leaders, administrators, and nonprofit executives all play a crucial role in education, including improving policies, ensuring social justice, and implementing systematic changes.

Educational leaders have certain qualities that enable them to make an impact. Common traits include a sense of purpose, a desire to relentlessly work for students, clear vision, and an ability to build relationships with the surrounding community. The ability to work with people and build collaboration, balance strategic and operational objectives, and adjust to change are crucial for successful school principal leadership. Leaders look to build the skills of others as well because they understand the ultimate goal: to enable students to succeed.

While the aims of all leaders may be the same, principal leadership styles vary. Below are examples of five principal leadership styles.

Establishing Vision

Effective principal leaders define the path to improved school performance, but they need to set a vision first. For example, a middle school principal introduces an evidence-based program that can help turn around the school’s performance. However, the principal needs the backing and buy-in of the faculty to ensure the program achieves its goal. In championing the idea that every student can succeed and raising expectations for academic performance, principals can establish a vision centered on learning improvement. When teachers adopt the vision, they set out on the path to improved performance. Setting the vision of high expectations for all students has been a key to improving student achievement and closing the achievement gap, according to a report by the Wallace Foundation.

Involving Others

Improving academic performance and learning environments is a team effort. Principals who empower teachers and other leaders in the improvement process help increase the chances that ideas will bear fruit. How principals involve others may vary. Some encourage collaboration, whereby teachers and other leaders proactively and jointly make decisions on school programs and changes. Other principals may be inclined to use a participative leadership style. For example, a principal may decide on the efficacy of a program after learning about it in detail. Then, he or she works with teachers and administrators to implement the program and experiment, providing guidance and development throughout the process. As the program is put into practice, everyone involved shares suggestions for improvement.

Improving Academics

Visionary principal leaders focus on quality and emphasize research-based programs and strategies to help teacher performance. When teachers perform at their best, students learn better. Therefore, effective principals look for training and skills development opportunities to equip teachers with competencies and knowledge to improve learning outcomes. They proactively track student progress to determine how well the curriculum is working, addressing gaps to improve academics. They also spend time with teachers and students in the classroom to assess instruction and to determine what areas need adjusting. Teachers are critical to the improvement process, so goal-minded principals discuss their findings with teachers and collaborate with them on implementing instruction improvements.

Cultivating Leaders

Leaders not only serve but also prepare others for leadership. Through the cultivation of future leaders, principals empower teachers, parents, and administrators to help carry out the school’s vision and mission. The willingness to lead and cultivate leaders provides better outcomes for students. A study by the Wallace Foundations reports, “Effective leadership from a variety of sources—principals, teachers, staff teams and others—is associated with better student performance on math and reading tests.” Successful principals understand that working with others and preparing them to take the lead in some areas does not weaken their leadership standing. Indeed, researchers have found the opposite, that principals who cultivate leaders gain influence.

Managing Academic Settings

Principal leaders and others establish the basics: achievement, orderliness, and safety. Working together, principals, teachers, and administrators manage the academics of students; this involves data and process management at the school. Parents have to be part of the education process as well, so principals and other leaders focus intently on forging positive relationships with parents built on trust and open communication. Schools must also be cooperative and safe to optimize student outcomes and engagement, and students must be involved in setting the tone of the school. A recent Brookings Institution article reports that schools that promote “listening, choosing, co-authoring, and co-responsibility” help to improve student engagement.

Implement Leadership Styles

Teachers, principals, administrators, and other leaders share a common vision for every student: to achieve academically. Yet, without strong leaders committed to establishing environments that are conducive to high achievement, that aim will remain out of reach for low-performing schools. Effective leaders look to do more than manage the daily operations of schools; they seek out opportunities to establish a vision, improve academics, and cultivate leaders. Quality education not only improves the chances of students having successful adult lives but also impacts society as a whole.

For aspiring leaders, the pursuit of higher education can help prepare them for vital roles in academic leadership. Graduates of American University’s School of Education acquire the competencies to create equitable and excellent learning environments. The online EdD in Education Policy and Leadership program equips senior leaders with advanced knowledge of education policies and methods of education system improvement. The curriculum includes courses such as Collaborative Inquiry Through Systems Thinking, Education Policy Analysis, Social Justice and Anti-Racism, and Building Teams and Growth Culture.

If you’re ready to build academic settings that optimize student outcomes, learn more about how American University’s online EdD in Education Policy and Leadership program can help you become an equitable leader who creates thriving learning environments.

Teacher Leadership Roles Inside and Outside of the Classroom

Elementary School Leadership: Guiding Early Education

Innovative EdD in Education Policy and Leadership Program Launches at the School of Education

AASA, “Supervisory Styles of Instructional Leaders”

American University, EdD in Education Policy and Leadership

Brookings Institution, “Many Students Are Unengaged in Their Learning—How Schools Can Create Opportunities for Participation”

Bureau of Labor Statistics, Elementary, Middle, and High School Principals

Forbes, “The Eight Characteristics of Effective School Leaders”

National Center for Education Statistics, Mathematics Performance

The Wallace Foundation, “The Effective Principal: Five Pivotal Practices That Shape Instructional Leadership”

The Wallace Foundation, “Five Key Responsibilities—The School Principal as Leader: Guiding Schools to Better Teaching and Learning”

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5 effective leadership styles in education

Leadership in education can play an integral role in creating a positive school culture. It can also influence student learning and achievement. Effective school leadership is increasingly viewed as the key to far-reaching education transformation . With the right leadership approach, education heads can turn an average school into a successful one. Here are effective leadership styles in education that will prepare you to lead for impact.

Instructional leadership

The OECD report, Improving School Leadership suggests that effective school management generally comes from engagement in instructional leadership. There’s a growing body of evidence which shows that schools with instructional leadership outperform others. This coaching style of leadership concentrates on student learning outcomes by improving teaching quality. To realise this goal, school leaders adopt the responsibility for the professional development of teachers.

Instructional leadership involves the practice of planning, evaluation, coordination and improvement of teaching and learning. According to the Australian Institute for Teaching and School Leadership , instructional leaders define the school’s mission, manage the instructional program, promote high expectations and provide incentives for teachers and students.  

Working directly with teachers, instructional leaders evaluate teacher performance and help advance their skills through mentoring and coaching. Becoming an instructional leader entails time spent solving pedagogical problems, taking action to improve teachers’ instruction, as well as holding teachers accountable for improving their instructional skills. This pursuit to improve learning within the school community requires leaders to have an in-depth understanding of pedagogy and practice themselves. 

Transformational leadership

Taking a collaborative approach, transformational leaders empower their school teams to have a say in decision-making processes and enable collective goal-setting. Through role modelling, these leaders create a culture of innovation and improvement and a shared sense of purpose. This sets the foundations for growth and success. 

Transformational leaders are able to influence school outcomes by outlining high-performance expectations, developing people through individual support, building productive relationships and providing instructional support. According to researcher Bernard Bass, the four attributes of transformational leadership are defined as idealised influence, inspirational motivation, intellectual stimulation and individualised consideration.

Transformational leaders instil trust, admiration, loyalty and respect – which inspires teacher motivation, morale and performance. The influence exerted by transformational leaders has been described as “ the generating of feelings .” Using charisma, compassion and emotional intelligence (EI) , transformational leaders are able to monitor and manage not only their own emotions but those of others as well. This gives them the ability to energise their teams and drive successes.

Studies have shown that transformational leadership has a direct impact on teacher performance, with teachers willingly taking steps to improve their classroom practice. The findings also show that transformational leadership increases teacher job satisfaction and strengthens their commitment to professional growth. The result is improved student outcomes and lasting progress across the school system.

Constructivist leadership

This type of leadership is about facilitating the learning process, rather than directing it. At the core of the constructivist approach is that learners control their own learning , not teachers. Acknowledging that every learner understands, processes and gives meaning to lessons through their own reality, constructivism places a priority on customised teaching approaches that take into consideration individual learning needs.  

School leaders who embrace the constructivist model shift the focus within their school, from knowledge as a product to knowing as a process . Instruction and curriculum design under their leadership encourages the sharing of big ideas and challenging other’s perspectives. The classroom is seen as a place where ‘ inquiry and co-construction dominate .’ Constructivist leaders expect teachers to engage in reflective practices and processes with their students and peers. The purpose of reflection is to challenge previous assumptions about teaching and learning and to rethink and reframe student participation.

Constructivist leadership is about immersing teachers in a culture of learning and enabling them to take risks. It’s not about dictating to teachers on how to deliver instructions – it’s about educating teachers that we are all learners. 

Servant leadership

This participatory style of leadership pushes the ego aside and considers the needs of others, rather than focus on self-interest. The philosophy behind servant leadership is that a “great leader must first serve others and that this simple fact is central to his or her greatness: true leadership emerges from those whose primary motivation is a desire to help others.” School leaders who practice servant leadership maintain high expectations; however, they also help teachers and students to develop their skills to improve their performance. These leaders instil the desire for improvement while maintaining a focus on both results and relationships.

The former president of the Robert K. Greenleaf Center for Servant Leadership identified the ten characteristics of servant leaders as: listening, empathy, healing, awareness, persuasion, conceptualisation, foresight, stewardship, commitment to the growth of people, and building community. Servant leaders are able to cultivate high-performance teachers by removing barriers, providing resources and opening communication channels with the whole school community. 

Sharing the power in decision-making, servant leaders motivate and persuade their school community to fulfil their long-standing vision. By engaging with teachers and students on what the school’s future should look like, servant leaders can implement structural changes that keep an eye on the bigger picture. Research shows that in the long-term servant leadership creates a positive and productive school environment.  

Strategic leadership

Strategic leadership is based on long-range planning. Through analysis, evaluation and monitoring, strategic leaders assess current school performance and take the necessary steps to improve future results. These leaders not only set the direction of the school by having an organisational vision, they create frameworks, set up interventions, allocate resources and maintain systems for reforms to take place.  

There are seven guiding principles of strategic leaders. Rather than focussing on day-to-day issues, strategic leaders are future-orientated and prepare for an uncertain destiny. These leaders base their decisions on evidence and research. Drawing on data that demonstrates school learning outcomes, strategic leaders will respond with the most suitable approach – whether that’s staff training, reviewing policies and procedures, or fostering a culture based on achievements. Innovation is at the heart of a strategic leader’s mission – they’re always looking for ways to improve the school environment – whether that’s relationship building, embracing diversity or creating partnerships with parents. Strategic leaders invest in partnerships across the school community and use the power of collective thinking to build a values-based school were transparency, ethics and accountability are the cornerstones of their leadership.  

Studies show that using strategy as a tool to manage an educational organisation is at the heart of developing successful schools in the long term. Aligning organisational structures, processes, culture and people behind a strategic focus is critical to this success. 

Why does leadership matter?

Great school leadership is the bedrock for great schools. Evidence suggests that effective leadership is essential to creating a learning environment where every student has access to high-quality education. Teachers who pursue postgraduate education in leadership will be able to support effective teaching and learning strategies, keep pace with transformation across the education industry and inject new thinking into schools.  

Find out more about learning these skills and more by studying a Master of Education with ECU Online.

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Leadership Styles in Education

• December 14, 2021

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All school leaders are not created to be exactly alike because there is not simply one style that is best for educational leadership . There are any varying styles that are appropriate in different situations or with diverse groups of people. There are also many different positions in education that require leadership.

It is not only principals that require leadership skills . Positions such as teacher leaders, team leaders, instructional coaches, and more benefit from these skills. All of these positions require leadership skills, but the styles could be very different depending on the individual and the situation.

What is Leadership in Education?

If asked, most educators would tell you that the principal is the “leader” of their school. This is very true, and a principal’s influence over the school climate is immense. Good leaders empower and train others to become leaders. Whatever the leadership style of a school leader, the ultimate goal is the same; a school leader helps teachers and students achieve and perform to the best of their abilities. There are undoubtedly many different ways to reach that goal; however, that is the desired outcome for anyone in an education leadership position.

Upon entering any graduate program for school leadership , one of the first things you will learn is about different leadership styles. I feel that leadership styles for education cannot be considered the same as leadership styles for businesses and corporations, though some of the styles could apply to both. School leadership is much more about people than a bottom line.

Although there are many more leadership styles than what is listed below, these are some of the most commonly found styles in school leadership.

Transactional Leadership

Leaders create clear structures and requirements. For example, employees are presented with straightforward job descriptions and expectations. Transactional leadership centers on rewards and punishments, and these are made very clear from the beginning. This leader allocates work, and the subordinate is solely responsible for it. Failure results in punishment while success results in rewards.

Transformational Leadership

The transformational leader works to transform an organization through enthusiasm, energy, and having an excellent vision for the future. A transformational leader cares about employees and wants them to succeed.

After this type of leader develops the organization’s vision, it then becomes the leader’s goal to sell that vision to others.

Authoritarian Leadership

An authoritarian leader rules with an iron fist and keeps very close control over the workforce they lead. Rules and penalties are strictly enforced. This style is most effective in areas such as the military, where management is essential and there is little room for error. An authoritarian leader makes decisions, usually on their own. While this is a style used in school leadership, I believe it is probably the least effective.

Democratic Leadership

The democratic leadership style differs significantly from the authoritarian style. Democratic leadership is often viewed as one of the most effective leadership styles because employees are involved in the decision-making process. People usually appreciate a democratic leader because they feel their opinions are valued and important.

Servant Leadership

This leader serves the followers rather than the followers serving the leader. The leader’s purpose of service is to help others accomplish goals and improve. This leader shares power, puts the needs of others first, encourages, supports, and delegates.

Laissez-faire Leadership

This leader’s involvement in decision-making is minimal because they allow people to make their own decisions. However, the leader is still responsible for the outcome. This leadership style could be ineffective in a situation where employees lack drive and integrity.

How Does Leadership Impact a School?

Leadership has a significant impact on the school because the style sets the tone for the entire building. For example, the democratic style of leadership is certainly conducive to educational leadership because it is a style in which the leader emphasizes collaboration. Collaboration is crucial in the education realm.

On the other hand, a transformational leader is one that inspires those they lead to grasp the vision for the organization, in this case, a school, and feel empowered to seek to bring that vision to fruition. Administration who implement this style of leadership infuse their school with energy and enthusiasm.

Finally, there is perhaps no greater call to servanthood than that of a servant school leader. School leaders serve the students, parents, and teachers of their school community by constantly seeking ways to improve the educational experience for all. An effective educational leader gives selflessly of their time and resources to do what is best for the students. If done well, it is a job that demands much of the person blessed with the responsibility to lead.

Because of the considerable impact of leadership has on a school, it is critically important to determine what effective school leadership is and how to implement it. Trying to pin down what makes a school leader effective can be challenging. However, by studying the characteristics and behaviors of consistently effective school leaders, one can observe certain commonalities that reveal effective characteristics.

Some of the most common characteristics among influential school leaders include:

High Expectations

Regardless of disadvantage, economic or otherwise, or disability, effective school leaders resist any barriers to success by having high expectations for every student. These high expectations also apply to the teachers in the building.

Ways to Improve

Whether through self-evaluation for self-improvement or through a search for more significant student progress, great school leaders are constantly searching for ways to improve. That does not only apply to their staff and students, but also to themselves.

Expertise in Analyzing Data  

Influential school leaders are avid interpreters of data. They use this data to seek news ways to help students achieve constantly.

Collaboration

There is strength in numbers. When educators collaborate, research shows us that great things happen. Leaders can also collaborate with the teachers in the building to develop ways to solve problems and most effectively serve the school’s student population.

How Do I Choose a Leadership Style?

Each leadership style has strengths and weaknesses and is more applicable to one area of leadership than another. Educational leadership cannot be lumped into the same molds as leadership styles appropriate for businesses and governments. Educational leadership is a unique entity with a specific set of skills that must be viewed differently from other leadership types.

It stands to reason that there will be certain leadership styles that are better suited to that of a principal than others. All school leaders share the common goal of seeking what is best educationally for the students they serve, and effective school leaders share common characteristics or behaviors. Using those common characteristics of successful school leaders, it is clear that those characteristics align with certain leadership styles, and perhaps more importantly, do not align with others.

Carefully look at your situation, your strengths and weaknesses, and the issues facing the school and faculty you will lead. Only then can you effectively choose a leadership style right for you and your school.

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