FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 28
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
ism9, showing that theory is 8contested terrain9 (Bush, 2015: 36). The main
models are:
» Managerial
» Transactional
» Transformational
» Moral
» Distributed
» Teacher
» Instructional
» Contingency
Each of these models is discussed below.
MANAGERIAL LEADERSHIP
Managerial leadership focuses on the school9s functions, tasks and behaviours. Authority and innuence are allocated to formal positions in
the organizational hierarchy (Leithwood, Jantzi and Steinbach, 1999:
14). They add that 8positional power, in combination with formal policies and procedures, is the source of innuence exercised by managerial
leadership9 (ibid: 17). Gumus et al. 8s (2018) review of leadership models
shows the enduring innuence of managerial leadership. They add that
this model 8may be more visible in those countries in which the education system is centralized, since it considerably emphasizes the implementation of practices mandated by higher external management
authorities within the bureaucratic hierarchy9 (ibid: 29). Managerial
leadership is focused on managing existing activities successfully rather than visioning a better future for the school. The implication is that
managerial leaders simply accept the vision set out by external bodies,
including national and local government.
TRANSACTIONAL LEADERSHIP
Transactional leadership involves relationships based upon an exchange
process (Miller and Miller, 2001). Exchange is an established political strategy for members of organizations. Heads and principals possess authority arising from their positions as the formal leaders of their institutions.
They also hold power in the form of key rewards such as promotion and
references. However, the head requires the co-operation of staff to secure
the effective management of the school. An exchange may secure beneots
for both parties to the arrangement (Judge and Piccolo, 2004).
