Ma Leadership In Education Sample

Introduction : Ma Leadership In Education

In this study the education sector is chosen where the importance and process of the change and management is going to be discussed. Educational institutes require changes in their system to address the economic, societal and technological needs to make the institute better. Changes are made by the educational institutes to mitigate the issues and challenges which they are facing to run the school. In addition to that, changes are made in the curriculum, various departments so that the school can easily resolve the issues which are affecting the overall education system. The school authority also gives emphasis on the evaluation and development of the teachers and learning process so that the students get the best education. The changes in the education sector are not only beneficial for the students but also for the teachers. They are getting a chance for development and this way they are able to get the opportunity to gain knowledge of new technologies and update them.

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As curriculum plays a vital role in the education system, therefore, changes are often required in the education institutes to update the syllabus to provide the students updated information. Additionally, teachers plays one of the most important parts of this education system, therefore, making changes in the teaching process is beneficial for the students to address the issues which are creating issues in the learning process. The factors which are creating barriers in the growth and success of the students that also can be mitigated with such changes in the management of the education system. Students often face challenges as they have any learning disabilities or changes in their behaviour .With the help of changes the school authority can easily address such issues and make the learning process smoother so that the students can achieve more success. This study is helpful for the people who want to gather knowledge about the development in the educational sector. The issues which are affecting the Sunflower Institute of London can be mitigated with the changes and for this deep analysis and research is required which is helpful to gain an insight what are the area needs to be analysed for the growth of an institute as well as the professional growth of the other teachers, staffs and students.

Additionally, this research is helpful for gaining more knowledge about effective management and how to deal with the issues which are affecting the overall progress of an educational system. This research is also beneficial to gather knowledge about the ways in which the available resources are used. The management and making changes are also helpful for gaining knowledge for those who want to develop their career in the education sector. This study is also beneficial for Sunflower Institute of London as the importance of the changes to update the curriculum and implement the strategies to fulfil the economic, societal changes. The students of Sunflower Institute of London are able to get a better curriculum which is helpful to enhance their skills and make their future brighter.

 Moreover, this study is also helpful for the school to address The Tripartite System - 1944 policy of the UK which mentioned how to provide good opportunities to the students by assessing their skills. The students are able to take admission to the school in which they are willing to study their preferred subjects.

2. Literature review

2.1 Identification

According to Melis et al. (2021), identification of the skills of the students apart from studies is a very critical part and requires lots of assessment techniques. Teachers need to observe each student understands of their interests and their learning partners also. In addition to that, many students who are average in their academics are good in other fields such as games, dance, music and others. Score in a subject or IQ is not only an assessment of evaluating a student. There are lots of other things which need to be observed by a teacher to assess a student. In addition to that, some students are born with excellent abilities and some students develop good skills after receiving proper guidance and training which enhance their abilities. The effectiveness of the teachers which is a main component of leadership management of a school plays a vital role in the growth of students that can also bring some changes to make the overall performance of the students as well as the school.

2.1.1 Potential Obstacle: Overlooking deserving students

Some obstacles are often noticed in providing education to the students with special needs. Students who face difficulties in learning can do very well in other fields in their career such as in games and others. According to Sánchez et al. (2019), teachers are required to take care of every student in the same way so that every student can gain knowledge and overcome obstacles so that they can achieve success in their future. In addition to that, cultural bias also becomes an obstacle for students which impacts on their career. For example, a female student who is very good in sports can achieve huge success but due to cultural bias she cannot be able to showcase her talent. Therefore, identification methods play an important role in understanding the different qualities and capabilities of the students to enhance their development. According to Setyaningsih and Suchyadi, (2021), teachers contribute a lot to motivate studies for extracurricular activities apart from the studies which can also enhance after school and these activities are beneficial for students and help to gain opportunities to develop careers in other fields too. 

2.1.2 Potential obstacle: Admittance based exclusively on teacher nomination 

According to Gagne theory, some people are born with giftedness and some achieve excellent skills by developing skills gradually. School is an important place where the students gain knowledge and learn lots of skills which they utilised in their career. It can be noticed that, students are generally evaluated based on the scored which they get in tests and the assessment to evaluate their IQ which is not the correct way to evaluate a student properly. According to Giza, (2022), teachers play a vital role in the development of the skills of students and also encourage them to enhance their qualities which they have. According to Grrdner’s theory, intelligence is achieved by practices and multiple ways of learning enhance the ability of learning of the students. Chnages in leadership management helps the teachers to adopt different learning methods such as audio-visual learning, project based learning and others. 

2.2 Leading the Change 

2.2.1 Goleman: Leadership that gets results

According to Williams, (2021), there are six leadership styles which can be adopted by the leaders to achieve tremendous success and enhance overall performance. Coercive leadership plays an important role to motivate people by rewarding, coercive in them. This leadership style helps the students to push them to achieve their goals to become successful. Teachers can adopt this leadership style to change the management of the schools of the UK. Another leadership style which is visionary leadership was also adopted by the teachers of the schools of UK to create high expectations, enhance the student’s creativity and innovation. According to Verawati and Hartono, (2020) Goleman theory is gives emphasis on the leadership aspects which can be implemented by schools in UK to make changes in the leadership management of the school and make the performance of the students better, school authority also consider affinitive leadership style in their teaching pattern to built a good environment in the classroom where's students are able to increase their trust and communicate with the teachers and informed their challenges which they are facing in their education.

 In addition to that, democratic leadership style is also an important style adopted by schools of the UK to make changes in their teaching pattern which increase the overall morale of the students as this leadership style allows students to share their ideas and thoughts which creates a positive environment and encourages them to increase their innovations also. According to Tayebi, (2022),coaching leadership style is also a valuable style of Goleman theory which can be adopted by the UK schools to implement changes in the overall education system that gives emphasis on the development of each student by mitigating the issues which they are facing that increase their learning ability and make the learning more interesting. Moreover, making changes in the overall education process is essential to create a positive environment in the school where students are able to learn how to work in a team and can also make them comfortable to express their ideas.

2.2.2 Collins: The Level 5 leader

According to Collins theory, discipline is the most important factor to creating a positive environment where people can develop and achieve success. The leaders must ensure that the people who are disciplined enough are assigned the tasks according to the skills and they are maintaining discipline while doing their work. In addition to that, great leaders are accessible to any organisation who adopts various strategies and leadership approaches to provide competitive advantages to the organisation. The leadership strategies which are adopted by the leader not only help the organisation to gain success but also it helps to create a good environment in the organisation which motivates the people who are working under them. 

According to Chatman et al. (2020), the Collins theory also highlights that the leader needs to be supportive which helps to increase the team work and enhance the overall outcome. The supportive nature of a leader also helps to create a good environment where others who are working under him can inform them about any challenges which they are facing. As discipline plays a vital role, a person from his childhood can learn and practise it which can help him to gain success in his career. In addition to that, the teachers in the UK schools by adopting this leadership style can create changes in the management of the schools in a way where importance of discipline can be teach to students in their early age and the behaviour and learning patter of the students are also can be evaluated and inform them and their parents to mitigate the issues which the students having.

2.2.3 Fullan: Leading in a Culture of Change

According to Fullan, leadership plays a vital role in adopting changes in the educational institutes. The leaders of the educational institutes can contribute a lot to implement new ideas and make the education system better. With the help of a cohesive framework, many elements of the education institutes can be aligned to make required changes so that the curriculum can be more beneficial for the students. This theory also gives emphasis on deep learning with the help of problem solving, creativity, critically analyzing and others which helps the students to enhance their knowledge. This leadership style can be adopted by the principles of the schools of the UK as it helps to gain proactive and supportive changes in the curriculum of the school and brings a more positive environment.

 In addition to that, with the help of this model the leaders of the schools of UK can create a goal and morale and discuss it with the other staff and create a clear strategy to implement it and this way they also create a positive environment in the school premises. According to Rashid and Latif, (2021), the leaders of the school also are able to provide deep learning experiences to its students to enhance their knowledge and skills by problem solving, critical thinking and creativity which are very beneficial for the development of the students. Therefore, to adopt changes in the schools of the UK it is necessary to make a clear goal and understand the needs of changes and what outcomes the school wants so that the school can make a clear plan.

2.2.4 Table of Comparison of Leadership Models

2.3 Discussion on change management

2.3.1 Critical discussion on leader vs manager

Leadership and management are two different concepts, although these are often confused. As mentioned by Cameron and Green (2019), leadership is motivating and directing others towards a common goal, while management is planning, organising, controlling and staffing the organisation to run it efficiently and effectively.

In the UK school system, both leadership and management are very important. Leading principals set their school's vision and mission, and inspire and drive change (Mishra et al., 2020). On the other hand, head teachers with managerial skills plan, organise and control the day-to-day activities of their schools (Watermeyer et al., 2021). Some of the key differences between leadership and management practices are as follows:

In the UK school system, healthy and successful schools are led by head teachers who set their school's vision and mission, inspire and drive change, and they also use their managerial skills to plan, organise and control the day-to-day activities of their school (Connell, 2019).

2.3.2 Lewin's Change Management Model

Kurt Lewin's change management model is a three-stage framework that can be used to bring about change in an organisation. These three stages are:

• Unfreeze: At this stage, people's satisfaction with the current situation is reduced and the need for change is highlighted (linkedin, 2022).
• Change: At this stage, the new situation is introduced and people are helped to learn and implement the new systems.
• Refreeze: At this stage, the new situation is stabilised and people are helped to get used to the new arrangements so that they become normal (linkedin, 2022).

Figure 1: Lewin’s Change Management Model

(Source: linkedin, 2022)

Kurt Lewin's change management model is an effective framework that can be used to bring about change in an organisation. However, the context and circumstances of the organisation must be considered when applying the model. Schools and universities in the UK are complex organisations, with many different interest groups. These interest groups may have different needs and priorities, which may create resistance to change. Moreover, as noted by Oliveira et al., (2021), Lewin's model treats change as a linear process. However, as stated by Sandars et al., (2020), change in UK schools and universities is often an iterative process, requiring planning, implementation, monitoring and adjustments as required.

2.3.3 Kubler-Ross Change Curve Model

The Kubler-Ross transition model describes a five-stage emotional process that individuals experience in response to change, such as

• Denial: In this stage, individuals refuse to believe that the change is happening (linkedin, 2021).
• Anger: In this stage, individuals blame others for the change and become angry.
• Bargaining: In this stage, individuals accept that the change will occur, but try to compromise to minimise or avoid the impact of the change (linkedin, 2021).
• Depression: At this stage, individuals perceive the change as inevitable and feel low or depressed.
• Acceptance: At this stage, individuals accept the change and find ways to adapt to it (linkedin, 2021).

Figure 2: Kubler-Ross Change Curve Model

(Source: linkedin, 2021)

The Kubler-Ross transition curve model may provide a useful framework for changing university and school conditions, but it is not entirely effective. As opined by Harris and Jones (2020), this model treats change as a linear process, which is not always true in the real world, especially for UK schools, and universities. 

2.3.4 Kotter's Change Management Model

Kotter's change model aims to create an environment for change, engage and enable the organisation, and implement and sustain change. Kotter's change model is an eight-stage model that can be used to bring about change in any organisation, such as

• Creating a climate for change: At this stage, organisational leaders explain the need for change and build support for the change process.
• Engaging and enabling the organisation: At this stage, all members of the organisation are encouraged to participate in the change process and acquire new skills.
• Creating a vision and strategy: In this stage, the organisation's leaders create a vision for the future and develop a strategy to guide the change process.
• Communicating the vision and strategy: At this stage, leaders of the organisation communicate the vision and strategy to all members and motivate them.
• Creating empowering structures: At this stage, organisational leaders create structures that enable all members to make decisions and implement new ideas.
• Creating quick wins: In this phase, organisational leaders work to achieve quick wins in the change process. This helps to increase support for the change process.
• Institutionalising change: In this stage, organisational leaders work to make the change part of the culture. It helps to sustain the change.
• Sustaining change and anchoring it in the culture: In this stage, the organisation's leaders work to maintain the new systems and encourage the new change.

Figure 3: Kotter’s Change Management Model

(Source: linkedin, 2020)

Kotter's change management model is an effective model that can be used to bring about change in an organisation. However, it is important that the context and circumstances of the organisation are considered when applying this model. Schools in the UK are complex organisations, with many different interest groups. These interest groups may have different needs and priorities, which may create resistance to change.

Kotter's change management model defines eight stages of change. However, in UK schools, these eight stages of change do not always occur in sync. For example, the 'building enabling mechanisms' phase may be stalled by opposition from powerful interest groups such as teachers' unions. Moreover, Kotter's change management model considers change as a linear process. However, change in UK schools is often an iterative process, requiring planning, implementation, monitoring and adjustment as needed.

Overall, Cotter's change management model may be a suitable model for bringing about change in UK schools. However, it is important that the context and circumstances of the organisation are considered when applying this model and that the change process is flexible and iterative.

2.3.5 A systematic review of change in education system

The following are critical reviews and arguments by various authors on change management and leadership in the UK education system:

• As mentioned by Rousell and Cutter-Mackenzie-Knowles (2020), research has found that change processes in UK schools are often uneven and influenced by interest groups. These authors recommend that change leaders need to be more flexible and collaborative.
• However, as noted by Cameron and Green (2019), research has found that the change process in UK schools is often centralised and lacks teacher involvement. These authors also recommended that change leaders should empower teachers more and encourage them to participate in the change process.
• As mentioned by Watermeyer et al., (2021), Research has found that the change process in UK schools is often reform-driven and ignores the needs and priorities of teachers. These authors recommended that change leaders should collaborate more with teachers and regulate the change process according to their needs.

Overall, the process of changing management and leadership in the UK education system is complex and challenging. To make this process successful, change leaders need to be more flexible, collaborative, and engaging with teachers.

2.3.6 Comparison of change models

Lewin's change management model, Kubler-Ross change curve model and Kotter's change management model - all three models can help to improve leadership performance in UK schools. However, each model has its strengths and weaknesses that should be considered in specific situations.

3. Conclusion

After discussing the entire study, it can be concluded that on a personal level, students and teachers may face their doubts and uncertainties when applying for nomination. For example, they may think that they are not qualified enough, or that they will not be able to live up to expectations even if they are selected. Moreover, they may not be aware of the nomination process, or may not have the time or resources required to complete the nomination form.

It is also noted that at the school level, schools can develop a culture that does not encourage nomination. For example, school authorities may not adequately communicate the requirements and benefits of nomination to students and teachers. At the same time, they can create an environment where students and teachers feel that the nomination process is unfair or unfair.

At the system level, the UK education system may have policies and procedures that prevent nominations. For example, the nomination process can be complicated or expensive. There may be policies that prohibit students and faculty from applying for nomination. Despite these obstacles, it is important to remember that student and teacher nominations are crucial to the development of the UK education system. School authorities, teachers' unions and governments can work to remove these barriers and encourage student and teacher nominations.

It is identified that whether Goleman's change management model is suitable for UK schools requires several considerations. First, the concepts and techniques on which this model is based are universal and applicable across cultures and contexts. Second, this model is comprehensive enough to manage change in complex and multifaceted organisations such as schools. Third, this model has already been successfully implemented in some schools in the UK.

However, some critics argue that Goleman's model is not realistic enough and does not take into account the complexities and realities of organisations such as schools. Also, implementing this model requires expertise and resources, which many schools do not have. Overall, Goleman's change management model may be suitable for UK schools, but school leadership and staff must be provided with appropriate training and resources before it can be implemented.

There is a difference of opinion as to whether Collins' change management model is appropriate for UK schools. Some experts believe that this model is comprehensive enough for change management in complex and multifaceted organisations such as schools. Again, others feel that this model is not realistic enough and does not take into account the complexities and realities of schools. One of the main advantages of Collins' model is that it can be applied at all levels of schooling. Teachers, staff, students and parents can all participate in the change process using this model. Also, this model covers all stages of change, from planning to implementation and evaluation.

However, Collins' model also has some limitations. First, implementing this model requires expertise and resources, which many schools do not have. Second, this model does not give enough weight to the influence of the school's larger environment, such as government policies or economic conditions. Overall, Collins' change management model may be suitable for UK schools, but it is essential that school leadership and staff are properly trained and resourced before it can be implemented. Also, the school may need to modify some of this model to take into account the influence of the wider environment.

There is some disagreement as to whether Fullan's change management model is appropriate for UK schools. Some experts believe that this model is all-inclusive enough for change management in complex and multifaceted organisations such as schools. Again, others feel that this model is not realistic enough and does not take into account the complexities and realities of schools. One of the main advantages of Fullan's model is that it provides an integrated view of change. This model encompasses all levels of change, from the individual to the organisation. Moreover, this model emphasises the participation of all stakeholders in the change process.

However, Fullan's model also has some limitations. First, implementing this model requires time and resources, which many schools do not have. Second, this model is not specific enough to deal with critics of change. Overall, Fullan's change management model may be appropriate for UK schools, but it is essential that school leadership and staff are provided with appropriate training and resources before it can be implemented. Also, schools should have specific plans for how to deal with criticism of change.

There is a conflict of opinion as to whether Lewin's change management model is appropriate for UK schools. Some experts believe that this model is broad enough for change management in complex and multifaceted organisations such as schools. Again, others feel that this model is not realistic enough and does not take into account the complexities and realities of schools. Overall, Lewin's change management model may be appropriate for UK schools, but it is essential that school leadership and staff are provided with appropriate training and resources before it can be implemented. At the same time, schools may need to modify this model to take into account the impact of the wider school environment.

There is a difference of opinion as to whether the Kubler-Ross change management model is appropriate for UK schools. Some experts believe that this model is not comprehensive and coherent enough for change management in complex and multifaceted organisations like schools. Again, others feel that this model can also be adapted to the school environment, as it considers the human emotional aspect of the change process.

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There is much debate over whether Mr Kotter's change management model is appropriate for UK schools. Some educators feel that this model can be easily implemented in the school environment and can help to implement change effectively. On the other hand, others feel that this model is too general for the unique needs and context of schools and may be difficult to implement effectively. However, Kotter's model also has some limitations. For example, the model starts from the assumption that change should be driven from the top down. This is not always possible in the school environment, where teachers and other staff have a very important role to play in the success of change.

Reference list

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