LEADERSHIP Introduction: At present we are living in a revolutionary period of time. Many changes are taking place in our society.

Change and the need for change can be seen in all aspects of life. Scientific and technological changes are seen in every part of our life. All the leaders are forced to adjust to the dynamic sources of such revolution. Simultaneously we can observe changes in the educational field. Every educational institution is influenced by many factors. Changes in the educational policy of the government may motivate the educational institution to modify its plans. If the educational institution does not adapt itself to the changing education policy, it wills the respect. Nobody will care for such institution. You may know that trimester system is introduced in Karnataka State. Different educational institutions have already brought changes in their institutions. To have such changes, the leaders have to get training in achieving specific skills and knowledge in order to enable them to contribute to the efficiency of the organization. The leader has to cope up with such a situation. In addition, it provides continuity to the development of the institution. The respect of the institution will be improved by developing the efficiency of the leader. It all depends on the special skills and innovative knowledge of the leader. The achievement of the objectives of the educational institution mostly depends on the effectiveness of the leaders ability. Hence, effectiveness of the leader can be secured by providing proper training. In some situations leaders specification may not exactly suit to the requirements of the job and the institution irrespective of his past experience, skills, knowledge etc. The educational institution may want to change its plans and may be willing to deviate from the previous ideas. Training is needed to fill these gaps by developing different skills, knowledge, behaviour etc. to the tune of the needs of educational institutions.

LEADERSHIP TRAINING FOR TEACHERS 1. Co-curricular activities should furnish a rich source of motivation for class instruction. Attention has been called previously to the fact that class instruction often tends to stimulate interest in extra-class activities. The reverse is equally true. Learning to do percentage problems in a mathematics class may be strongly motivated for some pupils by using problems involving pitching averages in baseball or foul shooting in basket ball. The construction of a model airplane poses many problems which could be explored in a physics class. In some schools the advanced bookkeeping class has as one of its class projects that of keeping the activities financial accounts up to date. 2. Classroom instruction should furnish a rich source of motivation for co-curricular activities. Just a extra class experiences should be brought into the classroom to enrich it, so should class instruction contribute to the improvement of extra class activities this is a two way process. Better editorials and news stories will be written for the news paper when the English teacher gives some attention to the preparation of such forms of written expression; health problems which arise in a programme of athletics might well be considered in the health class; and instruction received in a music class may be very valuable to a dance band. 3. co-curricular activities must be considered as an integral part of the total instructional programme rather than as extra or as an independent programme. If this principle is accepted in fact as well as in theory, then the approved activities of the programme should be made as readily available to all students as is class instruction. This means that adequate transportation should be provided for those who participate in activities outside of the regular school day; that these activities should be financed by the school board in much the same way that class instruction is financed; and, furthermore, that serving as a sponsor of an activity should be considered as much a part of the total instructional load of a teacher as teaching a class. All approved learning activities, whether provided through class instruction or through the extra class programme, are deserving of the same support by the school.

Leadership Training for Students 1.Democratic Way of Life It is imperative in a democracy that teachers of the young operate on the belief that leadership can be developed and participated in by all of us. We now have ample research to indicate that leaders are not born; nor are they individuals who happenthrough a combination of environment and heredity to have a given set of traits that make people turn to them for leadership. From the belief in the divine right of kings comes the hold-over belief in inborn qualities of leadership. If you change the situation you stand a good chance of changing leadership. One situation may require mechanical skills, patience, and perseverance. Another may demand quick decisions, verbal dexterity, and the to move ahead rapidly. As long as we place our confidence in the development of separate traits, given a combination of traits as being necessary for leaders, we fail to use the infinite variety of leadership potential to be found in any group of human beings. 2. Citizenship Training The place of the student council has long been recognized as an important facet of student participation in school government. The ideological struggle between the practical and the intellectual aspects of student life is, in part, resolved through the medium of student participation in the control and management of the school. A little democracy exists in the school that believes in fostering the idea of civic responsibility in school affairs for all students. Adult Experiences for High School Students: From an outsiders point of view, the student council is one of the best-known adult activities provided by the high school. However, several other kinds of adult experiences are furnished high school youth as a means of introducing them to some of the personal, social economic and civic situations that will confront them as adults. The school administrator will find in the schools academic progrmme some excellent opportunities to give adolescents a realistic adventure into the adult world before it is unceremoniously forced on them after graduation.

The Citizenship Education Project The Citizenship Education Project (CEP) was stated at Teachers College, Columbia University, in 1949 under a grant from the Carnegie Corporation. Its purpose is to help schools do a better job of teaching the rights and responsibilities of citizenship. The CEP has worded directly with administrators and teachers in hundreds of interested schools throughout the nation. It assists in setting up programmes that awaken the interest of young people in public affairs and deepen their understanding of and devotion to our free institutions, historical documents, and cultural heritage. These programme combine practical citizenship experience in the school and the community with regarding and study to broaden and strengthen the insights gained through practical experience. The CEP recognizes students as citizens now and formulates methods of giving adult experiences through laboratory practice. 3. Group Learning Methods Once the initial plans have been outlined through co-operative teacher-pupil planning, the actual working period begins. At this point we concerned with procedures for dealing affectively with teaching and learning situations. Some essential areas considered in the following pages are: effective ways in which groups or committees may function, the desirability of individualized instruction and of excellence in individual work, the problems of homework and assignments, the use of various group techniques as means of increasing the quantity and quality of pupil participation, the management of instructional materials, the specific role of function of the teacher in the classroom, and techniques involved in the framing and asking of questions. Procedures in Group or Committee Work After committees have been designated, the entire class should undertake jointly a further exploration of the procedures involved. In other words, some sort of work plan should be devised. In addition to the working committees determined by individual pupil interest, other types of committees may be utilized to the work of the entire class. They are as follows: 1. Steering Committee. This committee should be comprised of representatives from each of the working committees. Its responsibility will be to schedule, in co-operation with the teacher, the best use of class time, for example, field trips,

film s, and other visual aids, generally to co-ordinate the activities of the other committees with the interest and welfare of the entire class in mind. 2. Resource Committee. It is the responsibility of this committee to investigate the possible resources in the community and to give suggestions and help in this respect to the particular working or topic committees. They may also be allocated the responsibility of previewing particular films and visual aids to determine their appropriateness of the various sub-topics and to the unit as a whole. 3. Committee on human relations. This committee will concentrate on ways and means to improve the group process and the existing inter group relationships. In the initial stages of committee organization, this committee should begin by studying, devising, and suggesting to the class ways in which individual members may be come well acquainted. 4. Evaluation Committee. This committee will concern itself primarily with determining the value and worth of various types of experiences in which the class is engaged. Their appraisal, based upon observation and in consideration of group objectives devised at the initial stages of undertaking the nit, can prove of considerable help to the entire class in modifying any procedures of activities so that they might ultimately contribute to the most effective type of learning experience for all concerned. Role of Administrators and Teachers 1. The administration must demonstrate a favorable attitude toward this phase of the schools programme. It is difficult for teachers to develop much enthusiasm for assisting in activities which do no appear to have the full support of the administrative personnel. Support by the administration may be reflected by taking personal interest in the activity, by providing for the necessary facilities, by encouraging the teacher in every way possible, and by taking an active part in the activity when the occasion demands. A favorable administrative attitude is stimulating to the students as

well. This principle is particularly applicable to the student council and to the home room. 2. Whenever possible, activities should be scheduled on school time. By scheduling on school times status is given to many of the activities; transport students have more opportunities for participation; activities tend to be more closely supervised; fewer difficulties arise over students returning home at a late hour; and teachers have more uninterrupted time to relax and engage in other professional duties such as preparation for the next days work. 3. In planning assignments of instructional responsibilities for teachers, the administrator should include both curricular and co-curricular activities in his assignments. Two main considerations are implied in this statement: 1) too often teachers are overloaded with class and extra class assignments, and 2) some willing teachers are asked to carry more than their just share of the load. Principals should take into account when making teacher assignments that the normal assignment should include both curricular and co-curricular responsibilities. In too many instances there is a tendency to assign full teaching loads and then tack on extra class duties. Such a practice obviously results in overloads causing less effective instruction and may have an adverse effect on both the physical and mental health of the teacher. Furthermore, the inclination to overload willing teachers should be avoided as much as possible. Other things being equal, it isnt fair to penalize the willing teacher by assigning to them tasks that are side-stepped by the less willing teacher, thereby tending to undermine teacher morale throughout the school. 4. Essential facilities must be provided insofar as it is possible to do so. This principle should apply to both the curriculum and the extra curriculum. Some of the facilities needed to further the activities of the extra curriculum are; an ade3quate place in which to engage in the desired activities, essential equipment and supplied, transportation, and funds with which to operate. If these facilities are not available, then it would be better to postpone e approval on the activity until they can be provided. 5. Adequate financial support must be forthcoming.

Few, if any, activities can be expected to function effectively without the expenditure of some money. The question naturally arises as to the sources from which the needed funds should be obtained. Many of the activities such as clubs, school publications and social affairs are financed wholly or in large part by students. Such is not the case with reference to curricular activities. An increasing number of school men and women, as well as parents and others, are arriving at the convict ion that all approved school activities should be financed through the board of education. 6. All finances should be handled in a business like manner and must be carefully supervised. Proper handling of monies is a very desirable learning experience for students. They should be invited to participate in handling activity funds and should be held responsible for collecting, disbursing, and keeping accurate records of all monies handled. Such participation will be an effective means of teaching students how to use money. Close supervision is mandatory to insure adequate protection for both the students and the school. 7. Activities should receive continuous democratic supervision from the school officials responsible for the total instructional programme. Even though capable advisers have been assigned to all approved activities, this does not relieve the school officials of all responsibility for these activities. The fact that the community holds them both legally and morally responsible for what goes on in the school should be sufficient reason for them to keep in close touch with these activities. To be sure, much of this supervision can be indirect, but some direct contacts should be made to supplement information and impressions gained by indirect means. For example, school officials should observe practice sessions in sports, sit in on play rehearsals, participate in home room activities, and visit the students council in action form time to time. 8. The co-curriculum must be thought of as an integral part of the total instructional programme of the school. This principle was stated similarly earlier in this chapter. It is repeated here for further emphasis and more particularly to serve as a guide for the

administrator. As the principal works with the activities programme, he should remember that instead of being extra these activities are in fact a basic part of the total programme and should be so considered by him. 9. Provision should be make for the objective evaluation of the activities programme. Here again the need for evaluation is stressed. The principal should be especially aware of this need and should take such steps to evaluate the programme as may be appropriate for his school. Such an evaluation will indicate strengths which should receive further support as well as weaknesses which should be corrected. A programme of evaluation should be carefully planned and used and should be continuous throughout the year. 10. Community support, not domination, should be encouraged. Much of the success of an activities programme depends on the reaction of the community to the programme. The community has a right to be fully informed about the programme; too often difficulties arise because information has been lacking or incorrect. The direction of the community reaction can and should be pointed toward the contributions which the activities are making to the fulfillment of a sound total programme of education. When this is done, undesirable pressures are less likely to develop. Experience has shown that it is much easier to exercise some positive direction over the development of community reactions by taking the community into your confidence. Once a dictatorial attitude has been demonstrated, even by a small minority, it is often difficult to rectify. Perhaps the best singly illustration of this point is the situation in the field of interscholastic athletics resulting from the overemphasis on gate receipts and winning teams. 11. It must be clearly understood by all that the principal is the responsible head of his school. Whenever tow or more individuals agree to work together to achieve a common o objective, some one person is usually elected or appointed to coordinate the efforts of the group as it works toward the attainment of its goal. So it is with a school the principal is the recognized head of that school. All major policy decisions should be cleared through his office if for no other reason that the fact that the community holds

him responsible. His office must not be by passed. When this happens cleavages arise which are difficult to mend. It is not enough for the principal merely to have this authority; he must have the courage to use his position of leadership for the best interests of those n his school regardless of the sources from which pressures may come. Conclusion Training is every important for every person for any skilled work. Most of the leaders who have good name and fame in their field have got training by observing others or listening to the experiences of others. The training given to leaders has helped them to control the persons involved in the organization and to reach the objectives of the institution. Every educational institution, whether big or small, should provide training to the leader. Such training is not something that is done once to the leader-it is used continuously in all the educational institutions. Further, technological changes, automation require up-dating the skills and knowledge. Hence, leaders of all the educational institutions should be trained to face many challenges.