Schmuck’s Chapter 8:
Leadership

• Leadership conceptualized:

– As a property of an individual

– As a property of a group

• Leadership is an interpersonal influence process: it is not merely attributes of a single person. It is a verb rather than a noun

• Functional Leadership: Leadership is behavior which influences others in the classroom group to follow. Sometimes such behaviors are employed by the teacher; at other times they are executed by students. Sometimes they may facilitate reaching educational goals; on other occasions they may impede the achievement of those goals.

• Psychological bases of Influence POWER [French & Raven]

– Expert Power

– Referent Power

– Legitimate Power

– Reward Power

– Coercive Power

– Informational Power

– Connection Power

• SOCIAL BASES OF INFLUENCE:

– GENDER

– RACE

– ETHNICITY

• DEMOCRATIC, AUTHORITARIAN AND LAISSEZ-FAIRE LEADERSHIP

• INDIVIDUAL ATTEMPTS AT LEADERSHIP:

– 1. A MOTIVE FORCE

– 2. AN EXPECTANCY FACTOR

• PREVIOUSLY SUCCESSFUL IN PEER GROUP

• EXPERTISE IN THE CONTENT AREA

• SELF-CONFIDENT

– 3. AN INCENTIVE VALUE OF ACTING

• PEER POWER STRUCTURES

• STUDENT EMERGENT LEADERSHIP

• GOAL-DIRECTED LEADERSHIP: TASK AND SOCIAL-EMOTIONAL FUNCTIONS

• FLEXIBLE LEADERSHIP

• LEADERSHIP FOR EFFECTIVE TEACHING:

– GOOD TEACHERS ARE TRANSFORMATIONAL LEADERS.

• PRACTICAL IDEAS FOR CLASSROOM LEADERSHIP:

– INDIVIDUAL CONTROL AND RESPONSIBILITY

– GROUP CONTROL AND RESPONSIBILITY

• STUDENT RESONSIBILITIES FOR OTHER STUDENTS: PEER TUTORING.