different types of leaders are needed for different educational areas and tasks. For example, the leadership skills that may be required to administrate an elementary school are likely not to be the same as the leadership skills that are required to administrate a junior college. Similarly, adult education programs require certain key leadership skills that are compatible with fostering and facilitating adult learning.
The purpose of this paper is to examine three theories of educational leadership and decide which theoretical approach is best for those involved in a leadership position related to adult-focused educational programs. The leadership theories examined are:
(1) the views of Kouzes and Posner (2003, pp. 3-35) who view leadership as the acquisition of several pivotal disciplines for attaining and maintaining leadership influence.
(2) the theoretical views of Bennis and Nanus (1997, pp. 12-32) who articulate four key leadership strategies that enable leaders to make the right choices at the right time and so gain others' trust and gain greater ability to influence; and
(3) the theoretical views of Bolman and Deal (2002, pp. 5-18) which hold that good leaders use the tool of "reframing" to better understand their organization or institution and to improve work-related relationships.
Before examining these views, the paper presents an examination of the literature as to the qualities needed for successful educational leadership. Each theory is then evaluated in terms of its likelihood to promote these qualities and characteristics. The paper ends with the formulation of conclusions regarding the leadership theory that is most in accord with leadership as it relates to adult-focused educational programs.
Requirements for Successful Educational Leadership: A Review of the Research
In order to evaluate any leadership theory, it is important to know what research has shown to be the characteristics, tr...