This paper examined three theories of educational leadership: (1) Kouzes and Posner's (2003, pp. 3--35) model of leadership as a set of acquired disciplines; (2) Bennis and Nanus' (1997, pp. 12-32) model of leadership as a set of strategies; and (3)Bolman and Deal's (2002, pp. 5-18) model of leadership as reframing. The three models were examined in order to evaluate which model would best serve for the leadership required in adult-focused education programs. The evaluation was made by first reviewing the literature on the characteristics, qualities, and skills associated with effective leadership practices. Each model was then discussed in terms of the extent to which it focused on these well-established skills and qualities, thereby helping leaders of adult-focused programs to demonstrate leadership known to be maximally effective and successful. The model selected as the most appropriate for adult-focused educational programs was the model developed by Kouzes and Posner's (2003). Reasons as to why this model was to be considered most appropriate were discussed.
Owens (2003, p. 12) defines leadership as an ability to create an environment in which people are influenced to willingly follow a chose direction. In this regard, leadership is said to be a means of affecting the opinions and attitudes of others, leading them to make changes at both the individual and group level that are in accord with the leader's vision and goals.
In education, the importance of leadership cannot be over-stated. Lashway (2002, p. 1) points out that within the last five to seven years the educational system has been dealing with the need to replace many retiring educational leaders and as the baby boomers age, this need will only grow. The result of all of this is that even now school districts have fewer applicants to fill educational leadership positions, all of which currently require an increasingly sophisticated set of skill.
Of course ...