Theories of Educational Leadership Course Outline PDF

**AKENTEN APPIAH MENKA UNIVERSITY OF SKILLS DEVELPOMENT** **AND ENTREPRENEURIAL DEVELOPMENT** **DEPARTMENT OF EDUCATIONAL LEADERSHP** **FACULTY OF EDUCATION AND COMMUNICATION SCIENCES** **Course Code**: MPL711 **Course Title**: THEORIES OF EDUCATIONAL LEADERSHIP **Course Description** The cou...

**AKENTEN APPIAH MENKA UNIVERSITY OF SKILLS DEVELPOMENT** **AND ENTREPRENEURIAL DEVELOPMENT** **DEPARTMENT OF EDUCATIONAL LEADERSHP** **FACULTY OF EDUCATION AND COMMUNICATION SCIENCES** **Course Code**: MPL711 **Course Title**: THEORIES OF EDUCATIONAL LEADERSHIP **Course Description** The course focusses on the nature, meaning and scope of Leadership and Educational Leadership and examines the varieties of ways in which the concept of leadership distinguishes itself from other related concepts such as: Management and Administration. It further looks at the various functions and dysfunctions theories of leadership such as: Trait, Behavioural, Transactional, Transformation and Contingency. It also attempts to provide a profound impression of the utilitarian value of judiciously combining the leadership theories in practical or real-life situations. It further discusses the concept of emotional intelligence of leadership and thus examines the five exemplary leadership practices as elucidated by Kouzes and Posner (2005). **Instructional Objectives** By the end of the course, students would be able to: a. Differentiate and identify the relationship among the concepts of Leadership, Management and Administration b. Craft a vision of learning for a school that promotes the success of all students c. Define and analyze the merits and demerits of: i. Great Man theory of leadership ii. Trait theory of leadership iii. Behavioural theory of leadership iv. Transactional theory of leadership v. Transformational theory of Leadership vi. Contingency theory of leadership d. Develop the appropriate skills for identifying which leadership theory (strategy) works best in a given context or situation. e. Discuss the relevance of emotional intelligence to educational leaders in multicultural environments such as the Ghanaian situation f. Establish a relationship between distributed forms of leadership and improved student learning outcomes g. Examine the impact of the five leadership practices of Kouzes and Posner in building a positive school climate and culture and share work place experiences in relation to their personal philosophies of school leadership. h. Discuss their personal philosophies of school leadership in relation with their workplace experiences **Course Results** The course affords students the opportunity of examining the centrality of Leadership in the governance of Contemporary Educational Institutions. It further provides them with the opportunity to deeply analyse and understand the various theories of leadership and thus sharpen their skills for evaluating the merits and demerits of a given theory and when and how to apply such theory (theories) in a given context and specific situations. **Course Outline** 1. Concepts of Leadership, Management and Administration 2. Development, Articulation, Implementation of Vision of learning in the District/ School Community 3. The Influence of Societal and Global Trends on Leadership Behaviours in Schoool Organizations 4. Meaning and Scope of Leadership Theories 5. Great Man's theories of Leadership (1940s) 6. Traits Theory of Leadership (1940s) 7. Behavioural Theory of Leadership 8. Transactional Theory of Leadership 9. Transformational Theory of Leadership 10. Contingency Theories of Leadership 11. Servant Leadership 12. Distributed Leadership and School Improvement 13. Five Practices of Exemplary Leadership (Kouzes and Posner (2005) 14. Personal Philosophies and Reflective Practices: Sharing of Experiences as educational practitioners. **Course Strategies** Face to Face Lectures, On-line discussions, Zoom Meetings, UEW LMS-Moodle Discussion, and Group Presentations and sharing of leadership experiences **Mode of Assessment** Continuous Assessment, Project Work, Group Presentation, Class Test/assignments = 40 marks End of Semester Examinations = 60 marks Total = 100 marks **References** Adangabe, A. A., & Boateng, B. (2022). Headteachers Leadership Styles and Students' Academic Performance in Selected Schools in The Ahafo-Ano South District in Ghana. *South Asian Journal of Social Science and Humanities*, *3*(1), 20-29. Afful-Broni, A. (2004). *Theory and practice of educational leadership in Ghana*. Accra, Ghana: Aggarwal, J. C. (1985). *Theory and principles of education: philosophical and sociological* Alrawahi, S., Sellgren, S. F., Altouby, S., Alwahaibi, N., & Brommels, M. (2020). 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