The Essentiality of Educational Leadership in Humanity and Its Relationship with Business.: In Humanity and Its Relationship with Business

THE ESSENTIALITY

OF

EDUCATIONAL LEADERSHIP

IN HUMANITY

AND ITS RELATIONSHIP

WITH BUSINESS

IN HUMANITY AND ITS RELATIONSHIP

WITH BUSINESS

Jonathan A. Marcellus, Ph.D. ©

Copyright © 2012 by Jonathan A. Marcellus.

Library of Congress Control Number:       2012903581

ISBN:         Hardcover                               978-1-4691-7408-2

                   Softcover                                 978-1-4691-7407-5

                   Ebook                                      978-1-4691-7409-9

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CONTENTS

Overview

Introduction

Chapter 1  The Impact of Educational Leadership on individuals and Organizations

Chapter 2  The relation educational leadership has created in business

Chapter 3  The positive results technology has brought in institutions because of education leadership

Chapter 4  Educational Leadership’s concern with the Involvement of Politic

Discussions

Conclusion

Recommendations

Bibliography

Acknowledgments

OVERVIEW

Leadership has dissimilar characteristics. They are emergent, charismatic, visionary, situational, educational, political and more. I will focus on the educational aspect of leadership to cover many sectors that are impacted by it. Because educational leadership is a very important component in this society today, facts contributing to the power of educational leadership will be addressed based on many academic experts’ works or researchers’ findings. Those facts will indicate how educational leadership has influenced business organizations and educational institutions, its relationships with them, and how those organizations have benefited from it. For centuries education has been very appealing to our society. Henceforth, I will employ many experts’ works to show the importance of educational leadership, the quantity and the quality of difference it has brought into individuals mostly children or students as well as business organizations.

INTRODUCTION

Inclusivity and collaboration are some of the elements that define leadership very clearly as a new method of thinking, which assumes that leaders have followers and emphasizes they have characteristics that distinguish them from others (Mckibben, 2004, p.2). According to Maccoby (2000, p.1), Warren Bennis describes leaders as the ones who make people feel that they are exceptional and they can accomplish any conceivable thought. Maccoby also indicates that there are two kinds of leaders, which are strategic and operational. Strategic leaders have a first priority to portrait an organization’s future and invest the resources that are important to foster it. The issues of leadership are further discussed with the intent to condense both strategic and operational leaders, and come with four criteria that both kinds of leaders can do to make teams and organizations successful. Those criteria are selecting talent, motivating people, coaching and building trust.

Leadership is also perceived as an elusive subject that emphasizes questions coming easier than answers (Siegrist, 1999, p 7). Therefore, program planners of leadership are able to establish a loose framework that determines the school administrator’s preparation in the political, professorial and curricular arenas (Siegrist, 1999, p.7). Illustrations of teachers leading students, principals leading teachers, and central office administrators leading principals and so son were given (McKibben, 2004, p.2). There has been a sufficient amount of recognition in the economy today in which information and knowledge can be strongly viewed in organizations. Therefore, it makes perfect sense for educational leadership to be perceived in an effective way to use information systems so that learning environments can be effective (Petrides and Guiney, 2002).

Educational leadership is also seen as the impact that schools have on operating success. The concept is based on the fact that leadership is a positive role in the process of improving the characteristics of schools with accrediting agencies (Anyaso, 2004, p.1). Educational leadership has been appealing to a great deal