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SBL: Leader Behavior
NYS School Building Leader Prep
| Question | Answer |
|---|---|
| A classical school leader would... | Believes in the chain of command. Considers himself/herself to have ultimate authority and responsibility over everything in the school. Focuses on tasks and gives little attention to the individual or groups in the school. |
| Human Relations Theories | |
| Leader Behavior: Tasks | Leaders closely supervise the work of followers, establish work standards that are high but obtainable, carefully organize tasks, and identify the methods to be used in completing the task.Likert (1967) |
| Leader Behavior: Relationship | Leaders focus on the personal needs of followers. They emphasize the development of interpersonal relations and display the kinds of behavior that motivate and influence followers to set and achieve high performance goals. Likert (1967) |
| Leader Behavior: Participative | Leaders make extensive use of group supervision and emphasize follower participation in decision making, communication, cooperation, and the resolution of conflict. Likert (1967) |
| Leader Behavior: Initiating Structure | Leaders define their behavior and the behavior of followers and develop an understanding of each. With this understanding, they establish well-defined patterns of organization, channels of communication, methods, and procedures Stogdill and Coons (1957 |
| Leader Behavior:Consideration Behavior | Leaders express a concern for the welfare of other individuals in the school. They display warmth, trust, respect, and a willingness to consult with followers before making decisions. Stogdill and Coons (1957) |
| Leader Behavior:Visionary Behavior | Leaders have an agenda, and they are results oriented. They develop an understanding of what is desirable and possible and communicate it to others, persuading them to commit their resources and energies to its attainment.Nanus (1992) |
| Leader Behavior: Autocratic | Very direct in their behavior. They lead from a position of power, view decision making as their responsibility, take full responsibility for the completion of tasks, allowing little or no participation by followers. Lewin, Lippitt, White (1939) |
| Leader Behavior: Democratic | place emphasis on shared decision making and viewing followers as equals. They encourage members of the faculty to participate in discussions and decision making. Lewin, Lippitt, and White (1939) |
| Leader Behavior: Laissez-faire | Leaders give complete freedom to members of the faculty, displaying little concern for task completion. The faculty is left to make decisions. Lewin, Lippitt, and White (1939) |
| Leader Behavior:Situational Behavior | Leaders take into account the maturity level of followers. They give consideration to both the follower’s level of ability and motivation for task completion. Leaders vary their behavior across situations. Hersey and Blanchard (1982) |
| Leader Behavior: Steward | The leader coaches, influences, and assists followers in fulfilling individual, as well as school goals. Responsibility is shared, as followers are empowered to participate in finding solutions to challenges. Greenfield (1991) |
Created by:
rblake
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