Leadership and its essential characteristics and skills
Leadership is defined as a adjacent skills that an individual possesses to influence others. In the educational field, Wagnes & Simpson (2009), require leadership as the one that influences others in order to provide better learning results for students. THE HISTORY OF THE MRS. Monroe is about a famous and experienced professor, an educational leader and also occupies a high range in the New York City Education Council, this is a model to continue when you want to reach a goal drawn through effective leadership. The main demonstration that this successful manifest history is the result that is formed when an educational leader establishes goals, has confidence in himself and makes his supporters trust that he has the ability to support them to change and work in a different way for thewell -being of the educational community. Jointly manifests a type leadership that tries to achieve an innovation in a pedagogical center, which everything is possible to rehabilitate when working with care and aspiration to achieve it.
The transcendental particularities that differentiates Mrs. Monroe is his audacity, which is expressed in the action that this practice presumed to practice his position as director of the Frederick Douglas Academy Harlem School, with a high percentage of violence, under academic use and a high number of dropout, he madecomply with the school regulation in this educational center which allowed it to have control of this. The Mrs. Monroe was a visionary person so he thought he would make this institution a excellence, achieving the change in academic performance.
One of the essential particularities for a director to achieve quality work is respect. The peculiarity that Mrs. had. Monroe which proved to establish the discipline through norms settled in respect for oneself, towards its superiors and towards the school structure.
The type of leadership, according to my judgment and bringing as a basis the story that Mrs. Monroe welcomed a magnanimous and transformational leadership mode in the Frederick Douglas Academy Harlem school, since it is as part of its role motivated enthusiasm and proactivity also managed to influence through its work formed to influence and transmute an educational centerin which the infraction, confusion, dirt, violence and with low academic use in an school of excellence.
According to James Mac Gregor Burns, transformational leadership is exhibited by people with a vision and personality, thanks to this they can change and overcome expectations, the way of seeing things and thus motivating, how to handle change in an institution in an institution. As Thomas Sergiovanni (1990, 1996) and Robert Starratt (2004), (cited in Wagner & Simpson, 2009), 2009) The educational leadership is conceived in a productive way in terms of service to students, staff and society. Sophistication, always with a view to the service for the benefit of others. Moral behavior is one of the necessary characteristics in a leader so that this can execute revealing changes in any educational institution. The primary goal of morals is to decipher what is fine and what is out of place in human behavior. Each labor standard manifests concepts that are the basis to fulfill a function. One of the primary points shown by the leadership of Mrs. Monroe to amend the institution, is the management of knowledge of moral. Within these perceptions which seem to me that Mrs. Monroe had, you can see ethics, respect, honesty which are key to achieving the proposed goals. English & Sage. (2011) show in their brief that the standards can serve as basic components of any profession and provide the guiding principles of what is expected for the profession. Therefore, the standards in themselves are not bad: what matters is how we use them to shape our education, administration and leadership programs. This position requires that one accepts that the field of education arrives to stay. In the field of education the Mrs. Monroe triumph because it gave value to the established regulations, taking them into account in each aspect.
The theories of transactional and transformational leadership would give a definition of the success that has been achieved by Ms. Monroe at the intermediate school in charge. Monroe work a disciplinary technique and in turn highlighted which behaviors would be level, which is a transactional leadership strategy. Together, he wielded stimulation by encouraging his teachers to be creative and innovative, managing the establishment of goals by constituting standards of excellence which are transformational leadership strategies.
To conclude, in my opinion the leadership made by Mrs. Monroe while supervising the Frederick Douglas Academy school, it is a model that when the leader exercises his functions with care and in full, excellent fruits are obtained. This scenario serves as a model to many schools both in the public and private sector and guides us as future school directors, since you can see what the fruit is, when we do a job following the ethical and professional standards using thecorrect forms northhouse et.Al (2004), show the behavior and diligence of the individual who occupies the management positions in the school community is an essential component that establishes the presence, aptitude and triumph of improvement and changes in a school. Students achieve security and stability without affecting whether they are submerged in rough social environments, which have been a challenge for institutions today. The role of the school director can influence and decide on the training of character, values and abilities of the students.
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