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Leadership as a Process

Leadership in education setting plays an integral and vital role whether in motivating the workforce or in encouraging students to become effective leaders. There have been several scholarly debates concerning the complexities of leadership components that generally fall under two categories, trait versus process. The focus of the research will be on leadership as a process and the components of this phenomenon. In the view point of leadership as a process, it is defined that leadership is a phenomenon situated within the context of the transactional events between leaders and followers (Rowe and Guerrero 2010).

Leadership as a process makes it available to everyone and can be observed in leader behaviors and can be learned. Leadership in educational institutions is nearly the same in managing workforce. The idea that teachers as organizational leaders have the capacity to create an impact to the existing educational programs or curriculum posits a great need for the application of integral leadership. More scholarly works have been written addressing teachers as organizational workers or followers of the sage direction provided by others.

There are several literatures discussing staff development for teachers which are commonly focused on the instructional or academic topics while the administrator development often centers

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on the issues related to the elusive topic of leadership (Wilmore 2007). But are not teachers leaders also who greatly influence students and affect the society as a whole? This research will thrive on the insight of developing teachers as leaders and utilize the Socratice method of leadership in as a research model.

The study will help to validate the idea that developing high-quality teachers into teacher leaders will generally affect the progress and success of students and schools (Wilmore 2007). Research Objectives The primary purpose of the study is to identify the best practices to be used by educational institutions in developing effective and integral school leaders. The secondary aim of the study is to address the most effective activity or pratice to be used by educational institutions that plays a more crucial role in developing the leadership skills of high school teachers.

The third aim of the research is to promote the most ideal attribute or personality of a leader that is more capable in managing schools and universities. Research Questions The study will recognize the importance of developing teacher leaders and therefore, will present several questions that will serve as the engine of the entire research. 1. How can schools develop teacher leaders? 2. What is the most advisable practice to be used in developing teacher leaders?

3. What are the traits which teachers should learn to assess, manage and work on in order to become leaders? 4. How can educational institutions measure the effectiveness of each practice? 5. What are the benefits, challenges and conflicts which schools can encounter in developing teacher leaders? Research Model The study will use the Socratic method of teaching developed by philosopher Socrates in order to promote that leadership is truly a process.

In this model, the systematic questioning approach will be used in requiring participant teachers to dig deeper and put much effort on in-depth search for truth. The growth of a teacher leader will be directly proportionate to the amount of effort they put into critical thinking and judgement which are a must for the process of developing leaders. References Rowe, W. G. , & Guerrero, L. (2010). Cases in leadership (2nd ed. ). California: Sage Publications. Wilmore, E. L. (2007). Leadership: Improving teaching and learning from inside the classroom. California: Corwin Press.

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