Course: School Leadership (8618)

Level: B.Ed (2.5 and 1.5 Years) Semester: Autumn, 2022

ASSIGNMENT No. 1

Q.1 What are the different levels of leadership. Elaborate it in detail.

Level 1 — Position

The lowest level of leadership—the entry level, if you will—is Position. It’s the
only level that requires no ability or effort to achieve. After all, anyone can be
appointed to a position! While nothing is wrong with having a leadership position,
everything is wrong with relying only on that position to get people to follow.
That’s because it only works if you have leverage (such as job security or a
paycheck) over your followers. At Level 1, people only follow if they believe that
they have to.

People who remain on the position level may find it difficult to work with
volunteers. Why? Because position does not automatically result in influence, and
volunteers are aware that they don’t have to follow anyone. They truly only follow
if they want to.
But the news is not all bad about this level. It is a prime place for you to begin
investing in your growth and potential as a leader. Use your time at this level
learning to lead yourself – through priorities and self-discipline – and you’ll be
ready to move to the next level.

Level 2 — Permission

Level 2 is based on relationship. At this level, people choose to follow because

they want to. In other words, they give the leader Permission to lead them. To
grow at this level, leaders work on getting to know their people and connecting
with them. You can’t lead without people, which means you need to learn to like
people if you want to lead well!

When you like people and treat them as individuals who have value, you begin to
develop positive influence with them. Trust grows, which usually leads to respect.
And the environment becomes much more positive—whether at home, on the job,
at play, or while volunteering. Level 2 is where solid, lasting relationships are built
that create the foundation for the next level.

Level 3 — Production

The best leaders know how to motivate their people to GTD – get things done!
And getting things done is what Level 3 is all about. On this level, leaders who
produce results build their influence and credibility. People still follow because
they want to, but they do it because of more than the relationship. People follow
Level 3 leaders because of their track record.

The Production level is where leaders can become change agents. Work gets done,
morale improves, profits go up, turnover goes down, and goals are achieved. The
more you produce, the more you’re able to tackle tough problems and face thorny
issues. Leading and influencing others becomes fun, because when everyone is
moving forward together, the team rises to another level of effectiveness.

It’s important to note here that the goal with the 5 Levels is not to move away from
one level to grow at a new level. Instead, these 5 levels of leadership build upon
each other. In other words, Level 3 leaders still need to do the things that make
Level 2 happen. They just add Level 3 strategies to the mix. And as they become
effective at Level 3, they are ready to layer on the goals of the next levels.

Level 4 — People Development

Level 4 can be summed up in one word: reproduction. Your goal at this level is to

identify and develop as many leaders as you can by investing in them and helping
them grow.

The reason is simple: When there are more leaders, more of the organization’s
mission can be accomplished. The people you choose to develop may show great
potential for leadership, or they may be diamonds in the rough, but the main idea is
the same: When you invest in them, you can reproduce yourself.

The more you raise up new leaders, the more you will change the lives of all
members of the team. As a result, people will follow you because of what you’ve
done for them personally. And as an added bonus, some of those mentoring
relationships are likely to last a lifetime.

So to grow at the people development level, you need to make investing in leaders
a priority, and take intentional steps every day to help them grow. Do that
consistently, for long enough, and you may begin to reap the rewards of the next
level.
Level 5 — Pinnacle

The highest level of leadership is also the most challenging to attain. It requires
longevity as well as intentionality. You simply can’t reach Level 5 unless you are
willing to invest your life into the lives of others for the long haul. But if you stick
with it, if you continually focus on both growing yourself at every level, and
developing leaders who are willing and able to develop other leaders, you may find
yourself at the Pinnacle.

The commitment to becoming a Pinnacle leader is sizeable, but so are the payoffs.
Level 5 leaders develop Level 5 organizations. They create opportunities other
leaders don’t. They create a legacy in what they do. People follow them because of
who they are and what they represent. In other words, their leadership gains a
positive reputation. As a result, Level 5 leaders often transcend their position, their
organization, and sometimes their industry.

There’s so much more I’d love to tell you, but let me leave you with this.
Leadership is about growth – for yourself, your relationships, your productivity,
and your people. To lead well, you must embrace your need for continual
improvement, and the 5 Levels provide a leadership GPS to help you with your
journey. You must know where you are, to know where you’re going.

Q.2 Discuss the need and scope of educational leadership in detail.

Directly in this whole blog we will have a brisk conversation about the extent of
the education leadership and management within the Pakistan and yet what kind of
the career prospect is all engaged with this calling. It is hence all tied in with
administration or the organization of fundamental educational polices as inside the
educational administration. In basic terms education leadership and management
experts are the persons who are contemplating and working as inside educational
situation. They can hence even function as teachers within the private/ government
schools or various colleges.

Major Duties Involved in Job of the Education Leadership and Management

Such experts of the education leadership and management are all concerned in
working for the academic based environment as the registrars or the deans as well
as examination controllers. They are usually employed in the private or the sectors
of public schools. They can even work inside universities and colleges too. Their
main duty is all about contributing in view with the basic educational planning and
coordinating with the policy of examination system.
 
Major Skills involved in the Education Leadership and Management
Now let’s talk about the major skills that are involved in the job prospect of
education leadership and management! If you want to be the part of this profession
then it is much needed that you should be best in your team management skills.
You have to best in your skills of basic IT so you can easily perform data
compilation. Plus it is also important to have the important skills of communication
and being the problem solver.
 
Different Career Options of the Education Leadership and Management
Post of University Registrar/College Proctor/Vice Principal:
This job position is all about when you have to set the record of the students in
detail manner for the settings of academic. They will be also performing the duty
which it for managing and issuing of the transcripts along with report grading.
Career Counselor:
The job position of the career counselor has been basically linked with the scenario
for the assessment of the staffing along with the students professional growth. It
even let the students to have an idea about the career decisions and about the
development skills at the social levels.
 
Academic Basic Qualifications for Becoming Education Leadership and
Management Expert
For becoming the part of this education leadership and management profession,
you have to first of all acquire the degree which needs to be bachelor in the
educational field or in the public administration. You can even acquire the degree
which is about management. You can even apply for this job if you are having
masters degree acquiring in the courses of the Education Administration or having
a specialization inside the field work of Management or Supervision.

Salary Record inside Pakistan

At the starting level or on the average scale level the salary of this job position of
the education leadership and management professional inside Pakistan will be
almost Rs 32,000. This salary outlook can get increased on the basis of the
experience and skills level.

Institutes 
MA is Education Leadership and Management is being offered in Pakistan by 5
different universities i.e UE Lahore, UOL, Green Wich University Karachi, UO
and Bluebells Int College of Education Rawalpindi. MA in Education Leadership
and Management is much better option than simple MA Education, B.Ed,
or M.Ed as it prepare you to join the administration of educational institutes. You
may also run your own educational institution like school, college, pre school,
professional institute, academy etc.

Q.3 Elaborate the Behavioral theories in detail.

Every teacher knows that they will usually have a student in class who is
difficult to manage and work with. Their behavior is usually hard to control and it
can be extra work to get them to pay attention and stop distracting others. If
you’re studying to become a teacher, your courses will help you learn classroom
management techniques that will prepare you for difficult students. Additionally,
it’s extremely valuable to learn about learning theories and recognize that there are
different methods and thoughts about how people learn. 

Behaviorism or the behavioral learning theory is a popular concept that focuses on

how students learn. Behaviorism focuses on the idea that all behaviors are learned
through interaction with the environment. This learning theory states that behaviors
are learned from the environment, and says that innate or inherited factors have
very little influence on behavior.

A common example of behaviorism is positive reinforcement. A student gets a

small treat if they get 100% on their spelling test. In the future, students work hard
and study for their test in order to get the reward. 

Behaviorism is key for educators because it impacts how students react and behave
in the classroom, and suggests that teachers can directly influence how their
students behave. It also helps teachers understand that a student’s home
environment and lifestyle can be impacting their behavior, helping them see it
objectively and work to assist with improvement.

History of behaviorism.

Behaviorism started as a reaction against introspective psychology in the 19th

century, which relied heavily on first-person accounts. J.B. Watson and B.F.
Skinner rejected introspective methods as being subjective and unquantifiable.
These psychologists wanted to focus on observable, quantifiable events and
behaviors. They said that science should take into account only observable
indicators. They helped bring psychology into higher relevance by showing that it
could be accurately measured and understood, and it wasn’t just based off
opinions.

Watson and Skinner believed that if they were given a group of infants, the way
they were raised and the environment they put them in would be the ultimate
determining factor for how they acted, not their parents or their genetics.

Pavlov’s Dogs is a popular behaviorism experiment. A group of dogs would hear a

bell ring and then they would be given food. After enough time, when the bell
would ring the dogs would salivate, expecting the food before they even saw it.
This is exactly what behaviorism argues—that the things we experience and our
environment are the drivers of how we act. 

The stimulus-response sequence is a key element of understanding behaviorism. A

stimulus is given, for example a bell rings, and the response is what happens next,
a dog salivates or a pellet of food is given. Behavioral learning theory argues that
even complex actions can be broken down into the stimulus-response. 
Behaviorism learning theory.

In the classroom, the behavioral learning theory is key in understanding how to

motivate and help students. Information is transferred from teachers to learners
from a response to the right stimulus. Students are a passive participant in
behavioral learning—teachers are giving them the information as an element of
stimulus-response. Teachers use behaviorism to show students how they should
react and respond to certain stimuli. This needs to be done in a repetitive way, to
regularly remind students what behavior a teacher is looking for. 

Positive reinforcement is key in the behavioral learning theory. Without positive

reinforcement, students will quickly abandon their responses because they don’t
appear to be working. For example, if students are supposed to get a sticker every
time they get an A on a test, and then teachers stop giving that positive
reinforcement, less students may get A’s on their tests, because the behavior isn’t
connected to a reward for them. 

Repetition and positive reinforcement go hand-in-hand with the behavioral

learning theory. Teachers often work to strike the right balance of repeating the
situation and having the positive reinforcement come to show students why they
should continue that behavior. 

Motivation plays an important role in behavioral learning. Positive and negative

reinforcement can be motivators for students. For example, a student who receives
praise for a good test score is much more likely to learn the answers effectively
than a student who receives no praise for a good test score. The student who
receives no praise is experiencing negative reinforcement—their brain tells them
that though they got a good grade, it didn’t really matter, so the material of the test
becomes unimportant to them. Conversely students who receive positive
reinforcement see a direct correlation to continuing excellence, completely based
on that response to a positive stimulus

Q.4 What is the difference between Transactional Leadership and

Transformational Leadership?

Leadership is a trait of influencing the behavior of individuals, in order to fulfill

organizational objectives. A number of leadership theories have been propounded
by various management experts considering behaviour, traits, nature, etc. namely,
Authoritarian, Laissez-faire, Transactional, Transformational, Paternalistic and
Democratic. Transactional Leadership or otherwise known as management
leadership, refers, to a leadership style which lays emphasis on the transaction
between leader and its subordinates.

On the other hand, Transformational Leadership is a type of leadership which

becomes a reason for the transformation (change) in the subordinates. In this style,
the leader works with the subordinates to ascertain the desired change in the
organization.

BASIS FOR TRANSACTIONAL TRANSFORMATIONAL

COMPARISON LEADERSHIP LEADERSHIP

Meaning A leadership style that A leadership style in which the

 BASIS FOR TRANSACTIONAL TRANSFORMATIONAL
COMPARISON LEADERSHIP LEADERSHIP

employs rewards and leader employs charisma and

punishments for motivating enthusiasm to inspire his followers
followers is Transactional is Transformational Leadership.
Leadership.

Concept Leader lays emphasis on his Leader lays emphasis on the values,
relation with followers. ideals, morals and needs of the
followers.

Nature Reactive Proactive

Best suited for Settled Environment Turbulent Environment

Works for Developing the existing Changing the existing

organizational culture. organizational culture.

Style Bureaucratic Charismatic

How many leaders Only one More than One

are there in a
group?

Focused on Planning and Execution Innovation

 BASIS FOR TRANSACTIONAL TRANSFORMATIONAL
COMPARISON LEADERSHIP LEADERSHIP

Motivational tool Attracting followers by Stimulating followers by setting

putting their own self interest group interest as a priority.
in the first place.

Definition of Transactional Leadership

A leadership style whereby the objectives and goals are predefined and the leader
uses reward and punishment to motivate his followers is known as Transactional
Leadership. It focuses on improving the current situation of the organisation by
framing the steps and controlling the organisational activities. The basic purpose of
this type of leadership is to revamp the existing corporate culture and to enhance
current policies & procedures.

In 1947, the style was first proposed by Max Weber followed by Bernard Bass in
the year 1981.

In this leadership style, the leader uses his authority and responsibility as his power
as well as the style has a formal approach. Prize and penalties are the two primary
tools employed by the leader to inspire his subordinates i.e. if an employee
achieves the target within the stipulated time he is given initiative for his work,
whereas if the task is not completed within the required time, then he will be
penalised for the same.
Definition of Transformational Leadership

The style of leadership in which the leader uses his influencing power and
enthusiasm to motivate his followers to work for the benefit of the organisation.
Here, the leader seeks the requirement for a change in the existing organisation
culture, gives a vision to his subordinates, incorporates mission and implement the
change with the dedication of his followers.

In transformational leadership, the leader acts as a role model and as a motivator

too who offers vision, excitement, encouragement, morale and satisfaction to the
followers. The leader inspires his people to increase their abilities and capabilities,
build up self-confidence and promotes innovation in the whole organisation.

The following are the major differences between transactional and transformational
leadership:

1. Transactional Leadership is a type of leadership whereby rewards and

punishment are used as a basis for initiating the followers.
Transformational Leadership is a leadership style in which the leader uses
his charisma and enthusiasm to influence his followers.
2. In transactional leadership leader, is lays stress on his relationship with
followers. Conversely, in transformational leadership leader lays stress on
the values, beliefs and needs of his followers.
3. Transactional Leadership is reactive whereas Transformational Leadership is
proactive.
4. Transactional Leadership is best for a settled environment, but
Transformation is good for the turbulent environment.
 5. Transactional Leadership works for improving the present conditions of the
organisation. On the other hand, Transformational Leadership works
for changing the present conditions of the organisation.
6. Transactional Leadership is bureaucratic while Transformational Leadership
is charismatic.
7. In Transactional Leadership, there is only one leader in a group. In contrast
to transformational leadership, in which there can be more than one leader in
a group.
8. Transactional Leadership is focussed towards planning and execution as
compared to transformational leadership which promoted innovation.

Q.5 Write short notes on the following:

i Shaping Norms and Values

In codes of conduct for scientific research, the concepts of values and norms are
often used interchangeably. Yet, it is crucial to distinguish between the two
concepts. Values are general ideals. They underlie norms, which are action-guiding
rules. There are three kinds of such rules: permissions, orders or commands and
prohibitions. Values show what persons and communities hold as important.
Norms say what has to be done in order to realize values. Without a reference to
underlying values, rules lack motivation and justification. Without corresponding
norms, values lack specification and concrete direction.

Values and norms can be formal (that is: explicitly formulated) or informal (that is:
implicitly assumed). Often, when values are discussed, corresponding norms are
not explicitly mentioned. On the other hand, when norms are posed, the underlying
values often remain implicit. Yet it is important to be aware of the concrete action-
guiding rules envisaged when a certain value is mentioned, and of the general ideal
behind a specific norm. An important aim of moral reflection is to provide such
clarifications.

Values and norms are core concepts in moral reflection about research integrity.
For instance in Moral Case Deliberation (MCD), a method  used to reflect on
morally troublesome situations, investigation of values and norms is used to
deepen the understanding of the situation at stake. A core element in this
investigation, guided by a facilitator, is analysing the case by looking at the values
and norms of all relevant perspectives (persons involved in the case and/or
participants in the MCD meeting). Which values motivate each person? How can
these values be specified into norms? For example, a moral issue might concern
supervision. Should one, as a supervisor of a PhD student, in preparing a response
to a reviewer, give guidance and correct mistakes, or at some point take over the
writing? A relevant value for the supervisor in the case might be: autonomy. The
corresponding norm in the case could be: I should give the opportunity to the PhD
student to try this herself. Another value might be: effectiveness. The norm related
to this value in the concrete situation could be: the article should be accepted and
published. In analysing the case from the perspective of the supervisor, the group
becomes aware of these conflicting values. This may then give rise to a dialogue
on what value is most important in this situation. This can lead to a conclusion on
the most desirable norm and related course of action. Also, the dialogue might
provide insights in how to deal with the conflicting value which turns out less
important. How can one do justice to the value which will not be realized? In the
example, efficiency might turn out to be the most important for the supervisor,
meaning that, at a certain point, she will take over the writing. In order to do justice
to the value of autonomy, the supervisor might, for instance, propose that the PhD
student will get more responsibility for writing the response after submission of the
next article. MCD can thus foster decision making, not by prescribing a rule, but
by encouraging reflection and dialogue, enabling participants to achieve a new and
richer view of the situation.

It is useful to differentiate between three different types of scientific values and

norms: internal values and norms, external values and norms, and linkage values
and norms. Internal values and norms of science justify and guide the practice of
science itself. Examples of scientific values of the internal kind are: truth, honesty,
simplicity, consistency, coherence, economy, exactitude and completeness,
openness, open-mindedness, confidence, originality and ‘interestingness’.  External
values and norms comprise general ideals and rules for action, which are relevant
for science, but are not constitutive of the practice of science itself. Examples of
external values are human (and animal) welfare notions, which are related to the
wider social and cultural context in which scientists operate. Finally, we have a
different set of values and norms guiding scientific research, which represent
normative points of contact - linkage - between the research community and the
community at large, between internal and external values and norms. Examples are
requirements of fruitfulness and relevance.  

ii Charismatic Leadership

Have you ever worked with someone who knows how to encourage you to make
the impossible totally possible? Maybe they seem attuned to what it takes to get the
best work out of you, or they’re always ready to share exactly the right thing to
make you feel like you can do anything. This highly effective approach to
management has a name: charismatic leadership.

As you find yourself moving forward in your career and stepping into management
or leadership roles, it helps to choose an approach that meshes with your
personality while supporting the company you work for. But it can be difficult to
choose and refine a leadership style if you’re unfamiliar with the options that are
available to you. By utilizing the knowledge gained from attaining a business
degree or by taking online courses, business leaders like you can understand the
psychology behind managing teams and utilizing the principles and characteristics
of leadership to help refine your charismatic management style.

Characteristics of Charismatic Leaders

Charismatic management or leadership is a form of professional guidance or

management built on a foundation of strong communication skills, persuasiveness,
and maybe even a little bit of charm to help them get the most out of everyone that
works for them. They tend to be passionate, have charisma (hence the charismatic
title), and have strong convictions with a deep connection to the work that they’re
doing—which, in turn, inspires the same conviction in others. Because of a
charismatic leader’s intense commitment to their work, they tend to evoke strong
emotions from their followers and teams. This encourages devotion, action, and
strong problem-solving skills.

Charismatic management and leadership style is similar to transformational

leadership. In transformational leadership, managers are known for using
inspirational motivation and intellectual stimulation to empower their followers in
doing their best work. But where the two approaches differ is in how charismatic
 leaders focus on working within the status quo to make it better, as opposed to
creating an entirely new path.

Some of the skills, traits, and actions that may define a good leader that utilizes
charisma would include:

 Forward-thinking goal setting: Because these great leaders are able to see the
bigger picture, charismatic leaders excel at setting project milestones well into the
future to help keep teams motivated and encourage continued advancements.
 Articulation: Being well spoken, a strong communicator, and capable of detailing
company plans in an engaging way ensures followers are on board at every level of
production. This trait is key for charismatic leaders.
 Ability to tap into people’s emotions: Encouragement and inspiration are one
thing, but the trait of emotionally connecting followers to a cause with your
charisma can create a stronger sense of devotion to the work.
 Openness to taking risks: As much as leaders with charisma work within the status
quo, they’re still willing to explore unique opportunities or approaches that could
result in big gains.
 Clear vision: Knowing the desired outcome of a project, and the pathway to getting
there, gives followers a stronger sense of support as they work.
 Utilization of unconventional behavior: Maybe they employ off-the-wall team-
building exercises, maybe they encourage a hybrid office/remote approach to
work, or maybe they try every bananas idea an employee comes up with. Leaders
with charisma aren’t afraid to try everything to get results.
 Grace under pressure: Leaders with charisma can often find themselves in high-
pressure situations that can challenge them to keep everyone committed and
motivated, even in the face of seemingly insurmountable odds.
 Sensitivity to their environment and the needs of the team: Empathy is another
important quality that can help charismatic leaders navigate sensitive situations and
intensive production schedules.
 Strong engagement skills: From upper management to lower-tier employees,
charismatic leaders know how to connect with everyone at every level of the
professional totem pole.

History of Charismatic Leadership

The theory of charismatic leadership can be traced back to a 1922 study conducted
by German sociologist Max Weber. Weber looked at why people follow authority
in conjunction with political obligation, deducing that people tend to follow a
leader because they see their leadership and power to be good and just, allowing
the perception that these leaders are doing the right thing.

To Weber, charisma was more about appearances than action, and driven more by
sociology or politics. He cited three key components that make up a charismatic
leader: the psychological dimension, which encompasses their inner qualities; the
social aspect, driven by the external sources that shape the leader; and the
relational dimension, relating to the relationship between the leader and their
subordinate. Later, in his 1958 book "The Three Types of Legitimate Rule," Weber
evolved his theory to discuss how charismatic leaders can build strong emotional
relationships with employees, and how they can lose their legitimacy when support
is withdrawn.

Expanding on Weber’s theories, Robert J. House published the paper “A 1976

Theory of Charismatic Leadership,” which focused more on the concept from a
psychological standpoint. House felt that charismatic leaders had personal and
behavioral characteristics that encouraged people to follow them. Because
charismatic leaders exhibited vision, determination, and the self-confidence to
communicate both, followers found themselves encouraged and inspired by such
leaders, rather than granting their following out of fear. Some notable charismatic
leaders include civil rights activist Martin Luther King, Jr., Apple founder Steve
Jobs, and President Barack Obama.