Unit:3- Leadership Behaviour || TGPSC DyEO Paper -2 (part -B)

Leadership Behaviour

Meaning and Core Idea

Leadership is the process of influencing and supporting people so they willingly work toward shared goals. Its three main elements are:

1. Influence and support
2. Voluntary effort
3. Goal achievement

Leadership helps turn a group’s potential into results.

Leaders and Managers

The video contrasts leadership with management in two ways:

• Warren Bennis’s distinction: Leaders tend to emerge through their influence and responses to situations, while managers usually hold formal positions of authority. Leaders focus on people, inspire trust, innovate, develop others, take a long-term view, challenge the status quo, and ask “what and why.” Managers emphasize systems, control, administration, maintaining existing arrangements, and shorter-term concerns, and ask “how and when.”
• John Kotter’s distinction: Managers handle complexity by planning, organizing, and ensuring tasks are completed. Leaders handle change by setting direction, aligning people, and motivating them.

Leadership as a Process and as a Product

• As a process, leadership involves recognizing when change is needed, influencing others, facilitating group efforts, and achieving goals without coercion.
• As a product, leadership can be understood as the qualities and capabilities possessed by an effective leader.

Major Leadership Tasks

Leaders are expected to:

• Inspire a shared vision.
• Build unity, collaboration, and a sense of ownership.
• Use power effectively while empowering others.
• Influence people or groups outside their immediate team.
• Create an environment that supports learning.
• Address group members’ work-related needs and satisfaction.

Attributes of Effective Leaders

The video lists these qualities and skills:

• Adaptability and openness to change
• Insightfulness
• Team-building ability
• Responsibility
• Motivation and communication
• Vision and networking
• Self-confidence and planning
• Decision-making and delegation
• Information management
• Ethical behaviour

Leadership in Education

Educational leaders help guide and improve educational institutions by:

• Setting direction and guiding cooperative action.
• Making decisions collaboratively and guiding educational programmes.
• Building shared understanding of goals and group cohesion.
• Communicating with educational personnel.
• Generating enthusiasm and resolving conflicts.
• Leading by example and inspiration.
• Offering useful suggestions.

Overall, educational leadership contributes direction, cooperation, motivation, and shared goals.

Principles of Leadership

The presenter gives the following principles:

1. Know yourself and seek self-improvement.
2. Be technically proficient.
3. Seek responsibility and accept responsibility for your actions.
4. Make sound and timely decisions.
5. Set a good example.
6. Know your people and look after their well-being.
7. Keep people informed.
8. Develop a sense of responsibility in others.
9. Ensure tasks are understood, supervised, and completed.
10. Train and work as a team.
11. Use the full capabilities of the institution.

Four Factors Affecting Leadership

• Followers: Different followers may need different leadership approaches.
• Leader: A leader should understand their own abilities, knowledge, and limitations.
• Communication: Leadership depends on two-way communication, including verbal and non-verbal communication.
• Situation: Leadership style should be adjusted to the circumstances.

Leadership Theories and Models

• Great Man theory: Leadership is inherited; great leaders are born, not made. Leaders are viewed as naturally destined or heroic.
• Trait theory: Effective leaders possess certain traits. Traits associated with leadership include intelligence, self-confidence, persistence, decisiveness, adaptability, assertiveness, dependability, energy, social skill, stress tolerance, and perceptiveness.
• Contingency theory: There is no single best way to lead. Effectiveness depends on factors such as followers, the task, the group, the situation, and the leader’s style.
  • Fiedler’s LPC theory identifies three key situational factors: leader–member relations, task structure, and position power.
• Situational leadership: The leader selects a style according to the situation and followers’ needs. The four Hersey–Blanchard styles described are:
  • Directing: High direction and close supervision.
  • Coaching: Direction combined with seeking suggestions.
  • Supporting: Followers participate in decisions.
  • Delegating: Considerable control is given to followers.
• Behavioural theory: Leadership focuses on what leaders do rather than inherited qualities. Leadership can be learned through teaching and observation.
• Blake and Mouton’s Managerial Grid: The model considers concern for people and concern for production:
  • 1,1 – Impoverished: Low concern for people and production.
  • 1,9 – Country-club: High concern for people, low concern for production.
  • 9,1 – Authority-compliance: High concern for production, low concern for people.
  • 5,5 – Middle-of-the-road: Moderate concern for both.
  • 9,9 – Team management: High concern for both.
• Participative theory: Leaders take others’ input into account, involve group members in decisions, and build commitment to those decisions.
• Transactional theory: Emphasizes supervision, group performance, and rewards or punishments.
• Transformational theory: Emphasizes leader–follower relationships, motivation, inspiration, developing individual potential, and high ethical and moral standards.

Developing Teachers’ Leadership

The video suggests developing teachers’ leadership through:

• Capacity-building and performance programmes.
• Practical, hands-on leadership opportunities.
• Institutional leadership roles.
• Professional development and teacher-preparation centres.
• Career-long professional learning.
• School innovation, inquiry, and research.

Speakers and Sources Featured

• Speaker: The presenter of Smart Journey to Success, who delivers the lesson.
• Leadership thinkers and theorists referenced: Warren Bennis, John Kotter, Stogdill, Fiedler, Hersey and Blanchard, and Robert Blake and Jane Mouton.