The current technological development has led to an increase in the
complexity of reality which in turn has complicated the task of the
education leader as manager.
The education leader has become a personnel manager responsible for
the management of both staff and pupil activities in order to realize
the school's objectives effectively. These tendencies indicate that
the education leader must be capable of adapting his management style
to the needs of his staff in order to be able to increase the producti=
vity of his staff. The education leader must also have the necessary
flexibility to select from a variety of management styles according
to the demands of the specific situation.
Situational Leadership is ideally suited to meet the demands of the
task of the education leader, because it accommodates the level of
task maturity of each staff member. The emphasis is placed on the
relationship between the leader and the follower with the needs of
the follower as the most crucial factor in the relationship.
Three aspects are essential for successful Situational Leadership, viz.,
the correct amount of task behaviour or direction by the leader; the
correct amount of relationship behaviour or support by the leader cor=
relating with the level of task maturity of the followers. However,
other situational variables, such as superiors, the organization and
time must also be taken into consideration. Situational Leadership also makes prov1s1on for contracting for a
leadership style whereby the education leader and the teacher come
to an agreement about the appropriate leadership style to be used
to help the teacher accomplish his/her objectives.
The developmental aspect of Situational Leadership provides the means
by which the education leader can contribute meaningfully to the
development of his staff, e.g. leadership potential, motivation,
morale, commitment to objectives, decision-makirrg, communication and