Académique Documents
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3 de Marzo de 2011
We understand that a leader is that person (or group of persons) “able to lead a
release, from the inside, of the inner energy of other human beings, so that they
willingly strive to reach, in the most efficient and comfortable possible way, the goals
that these human beings have proposed to achieve to get their own dignity and that of
those with whom they live in a particular environment and context to which they
provide the necessary care “(Gento, S., 2002: 183).
The liberating potential of the true leader converts him in the true servant of his
followers. In this sense De Pree, M. (1989: XX) pronounced, stating that: “he takes the
core mission of helping their followers to overcome the obstacles that prevent them
from putting into action their total capacity to achieve their goals and objectives shared
within the group.
Different ways to exercise leadership: Branson, Ch. M. (2010: 63) afirms that “a
particular leader does not have to be like other leaders to be considered a true leader by his
followers, but he should be consistent, have a predictable behavior, and in any case,
trustworthy”.
Although theoretical and empirical studies offer features that allows to identify the
real leadership, the actual exercise of leadership can be exercised in a particular way for
each person or group of persons. Thus, Rudolf Giuliani (Giuliani, R., 2002: XII)
pronounced as follows: “There are many ways of practising leadership. Some people like
Franklin Roosevelt, inspired others with moving speeches. Others, like Joe DiMaggio,
exercised it with his owm example. Winston Churchill and Douglas MacArthur were
Gento, S. y Cortés, J.
“Liderazgo para el Cambio Educativo”
exceptionally brave and excellent speakers. Ronald Reagan did it with the strength and
consistency of his character, people followed him because they believed in him. “
In every step shared by humans, the existence of true leaders and the exercise of a
true leadership is a fundamental component of the effectiveness and quality of such an
initiative. Although leadership must be seen within different fields of intervention and
exercised by individuals or groups of persons suitable for those areas of intervention, its
potential liberation of energy becomes increasingly evident.
Of course, such leadership should apply also to the heads of educational institutions,
deputy directors, directors of study (or heads of studies), secretaries of the center,
managing or participating bodies (such as faculty, departments, school board , etc.), and
teachers.
In some cases, adhoc teams can be established based on the experience of its
members and the needs of the moment or the situation (Pont, B., Nusche, D. &
Moorman, H: 2008: 11).
Profile of the instructional leader
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“Liderazgo para el Cambio Educativo”
Charismatic Dimension;
Emotional Dimension;
Anticipatory Dimension;
Professional Dimension;
Participative Dimension;
Cultural Dimension;
Formative Dimension;
Managerial or administrative Dimension.
The leader of change must “understand the forces or pressures that promote the need for
change” (Branson, Ch. M., 2010: 11). But, depending on the situation of departure or the
motives behind the change and the objectives pursued, there may exist different types of
changes, namely:
Applied to the field of educational action in the classroom, the exercise of leadership
primarily corresponds to the teacher, and it will aim basically to promote self-learning
formative processes of students, but in its development, the teacher contrasts with the
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“Liderazgo para el Cambio Educativo”
practice and improve his/her own professional status, through reflection on his/her
action and from the operational effect of itself (Medina, A., 1988). The main purpose is
not, therefore, to ensure that students acquire specific knowledge, it is, rather, that they
acquire the necessary consistency of progressive autonomous and efficient
development, to the extent it is necessary.
Consistent with what has just been said, the leadership performance of the teacher in the
classroom could be summed up in what is understood as constituting the collective vision
of the school; managing the instruction and promoting a positive learning climate.
Considering the teacher as a leader in the classroom set up, therefore, a new “role” or core
mission, namely: the facilitation of self-forming capacity of individuals and groups that
have been entrusted. According to this fundamental mission, it can be defined as belonging
to this professional the functions described below:
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“Liderazgo para el Cambio Educativo”
7.- References
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Gento, S. y Cortés, J.
“Liderazgo para el Cambio Educativo”
UNESCO (2004). Global Monitoring Report 2005: Education for All. The Quality
Imperative (Summary). Paris: Author.
WHEATLEY, M. (2006). Leadership and the New Science. San Francisco: Berrett-
Koehler.
WINTERHOFF, M. (2009). Tyrannen Müssen nicht Sein. Random House: München
YUKL, G.A. (2002). Leadership in Organizations. Upper Saddle River (NJ): Prentice Hall.
8.- Fuentes de Internet
http://europa.eu/legislation-summaries/education: European Union legislation on
education, youth and sports.
http:/www.neo-humanista.org/DPCC2/index.htlm: organización neohumanista.
http:// www.pisa.oecd.org: PISA reports.
http:// www.unesco.org: UNESCO information.