APPLYING LEADERSHIP THEORIES

Applying Leadership Theories in Elementary Education

Applying Leadership Theories in Elementary Education

Introduction

Educational leadership is a term that has been very full of adhesions management far removed from the values elementary educational institutions and the first contributions were driven by the consideration that it was linked to the traits and characteristics of the leader. The tendency to move beyond technical models, hierarchical and rational to go to approaches that emphasize the cultural aspects, moral, symbolic of educational leadership is reflected, particularly around the 90, in the notion of transformational educational leadership, a concept originated in the business and soon moved to the field of elementary education. This "new educational leadership" is charismatic educational leadership, visionary, transformative, more flexible and inclusive and democratic community.

Discussion

Educational leadership is the more suitable for elementary educational learning, as it encourages common goals and shared. No one today questions the need for elementary educational leadership, as it is widely accepted that exercise is a key element in improving what happens in schools and a factor in the internal development of these as elementary educational schools must ensure that learning all students. A united educational leadership at the end of empowerment, a term used to express the extent of empowerment capabilities and talents of staff, through a way to manage and lead. Process that allows captures the ideas and wishes of staff promoting their skills and abilities to achieve goals own institutional and individual and professional development.

In the literature on school management, improvement and elementary educational change, school effectiveness, elementary educational quality, school's learning, among others, are multiple considerations, perspectives, approaches and recommendations for educational leadership, for it is not independent and can be understood outside how we conceive of schools as schools, or how we thought processes change and elementary educational improvement, nor do we mean by quality elementary education. Without going to delve into all these concepts in this article presents two ideas interlaced that will serve as a guideline to comment very broadly as a cultural process educational leadership, the instructional and transformational educational leadership, and how through research conducted by various scholars have concluded that this is the best for learning schools.

According to Behar-Horestein & Amatea (2007)The first deals with the realization that as has been theorizing and researching educational leadership has been producing a shift of focus on it: from the features and characteristics of educational leadership, school's management, and on into the core of schools school, this is the teaching-learning process. The second is connected with the fact that in recent years various reflections on the educational leadership and school improvement have been calling attention to the obsolescence of a conception, which has been preeminent-in which the lead is in certain positions formal, particularly at the director of the school, and have warned of the need to consider new meanings and educational leadership opportunities in schools, which emphasize more the distributed nature of it. And so today we speak of a "new educational leadership" transformational shown in re-conceptualization of ...