What are some of the Changes that are inevitable within the education system?
Changes that are inevitable within the education system include transformation of leadership, learning approaches, programs and models of education. Changes such as the implementation of technology in learning activities, curriculum amendments and increases in the student populations require a transitional leader who could effectively manage these changes. Such a leader will require attributes such as ability to motivate staff and involve all stakeholders of the education system to meet the challenges in education which emanate from change. In addition a transitional leader must be flexible to the changes in school administration with good interpersonal skills which would enable effective interaction with the subordinates so that they all perform towards achievement of the goals and objectives of the institutions concerned.
Because changes in leadership are common in education systems, the appointment of new leaders should consider abilities of such leaders of adjusting to the changes in the education systems. Moreover effective leadership should be able to efficiently manage the education programs in a way that will lead to positive changes within the education system. This paper is a literature review of the characteristics of transitional leaders and the changes which are experienced by education institutions and how they would be managed effectively and efficiently through transitional leadership.
The changes in education include transitions in leadership and the models of instruction and the techniques of imparting knowledge and skills to learners. This means that the school leadership should be prepared to the inevitable changes that occur within the education systems so that the new demands for leadership and teaching are effectively met (Coghlan, 2003). To meet the changes in the education system, leaders should therefore have transformation skills so that the approaches that lead to positive changes in the education systems and among individuals can be applied. A transformation leader in the education system will thus be able to facilitate the application of the modern models and approaches to education such as the use of technology to instruct students (Fink & Brayman, 2004). Rigid leadership which do not appreciate change is not likely to be supportive of the application of new education approaches hence the education institution concerned my stick to the old systems which would be inefficient and ineffective in provision of education services to the learners. Moreover, the changes in the education system such as using modern approaches of facilitating the education of the special needs of various students such as augmented learning would only be supported by transitional leaders.
Transitional leaders in the education systems are usually motivational people who use their enthusiasm, energy and passion to promote the vision of the institution through the support of objectives of change (Beugr, Acar & Braun, 2006). Transitional leaders therefore must be flexible to adjust quickly to the changes in administration of the education institution in addition to ability to meet the needed of the learners which usually change as the education system progresses to a more efficient and elaborate system which sticks to the objectives, goal and mission of the institution (Baloch, Bibi & Jamil, 2011). Leaders who are not able to motivate the staff within the institution through provision of systems which are compatible with the changes in the education curriculum, models and approaches will not be able to cause overall institutional success.
Positive changes are admirable in any organization because they reflect progress of the institutional activities and hence better results. The characteristics of a transformation leader include ability to use various leadership styles which promotes positive change among the subordinate staff. In an education system, an effective leader should be able enable positive performance of the institutions under his or her control (Coghlan, 2003). This is made possible through proper management of the staff of the institutions to ensure that education standards and policies are adhered to strictly so that the overall academic performance is improved. Leaders who are not able to lead the changes in the education systems to facilitate better academic performance are described as lacking transitional leadership skills which are necessary within the contemporary changes in the education system.
Ability to inspire the various stakeholders of the education system to successfully overcome the challenges that faces the system is one of the important characteristics of a transitional leader (Fink & Brayman, 2004). The challenges that face education institutions such funding of school projects, challenges within the management and disciplinary challenges among the students may be a threat to the success and continuity of the institution. These challenges can only be overcome by an effective transitional leader. Therefore good leadership within the education system should be able to engage various stakeholders such as students, parents, the government, teachers and the school administration so that they are actively involved in overcoming the challenges that schools face (Baloch, Bibi & Jamil, 2011). Changes in school institution such as increase in the number of student admissions also lead to the more demands for expansion funds to construct more education structures such a laboratories, classrooms and hostels. Failure of many education institutions results from inability of the leadership to adjust to change by involving the stakeholders in meeting the demands which are associated with change.
The education system faces changes in administration, curriculum, approaches and models of instruction. For this reason a transitional leader is required to apply skills such as interpersonal, motivation and ability to adjust to change so that the stakeholders of the education system are involved to meet the challenges which schools face as a way of ensuring that a positive change is made possible which will lead to attainment of the goal, mission and objectives of the learning institutions.
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Beugr, C. D., Acar, W., & Braun, W. (2006). Transformational leadership in organizations:
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Coghlan, D. (2003). Organizational and educational change: The life and role of a change
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Fink, D., & Brayman, C. (2004). Principals’ succession and educational change. Journal of
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