Conditions determining the selection of education management styles

Abstract

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 problem solving.