s for these influences. Vicere (1998) reported perspectives from The 1997 International Study of Executive Development Trends. Changes in perspectives and practices for leaders include a focus on customized programs that are short and large-scale involving staff throughout the organization, use of action learning and experience-based methodologies, use of technology and distance learning, use of performance feedback, and a focus on leadership competencies.
Watkins (2000) stated that the school leaders must create a climate that helps to motivate and develop educators and students. The atmosphere of the workplace influences the behavior of all staff and students. The leader must understand their school climate and the competencies that must be used to shape and change it. Leadership styles that motive others must be understood and used. Thus the competencies and characteristics of leaders must be understood. Leadership dimensions that are related to a positive school climate include: flexibility that allows for teachers to teach rather than face unnecessary rules and procedures that prohibit teaching; responsibility or the extent that staff perceive their own accountability to get the job done; standards that set challenges and realistic targets; rewards for valued work such as recognition; clarity of goals and roles that contribute; and team commitment to a common purpose with pride in belonging.
Leadership styles that create a positive atmosphere include: affiliative or putting people first and the task second to create harmony; pacesetting which leads an example with a focus on task accomplishment with high standards; coaching which focuses on long-term development of others; democratic and participative which helps in coaching situations, and authoritive but fair which provides vision and structured direction for others with standards and feedback. This differs from coercive strategies that demand immediate compliance...