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|Other Titles:||An Analysis of Leadership Theories in Educational Administration|
Department od Education, NTNU
This article presented an analysis of leadership theories in educational administration. Five parts in this article were explored. The nature and function of leadership was firstly discussed. Then an brief description of the historical development of leadership theories was followed. In the third part, traits theory was deeply explored. The theoretical framework of leader behaviors and the contingencies of leadership effectiveness were analyzed in the last two parts, respectively. This analysis lead to the following major conclusions：（1）Leader traits alone do not identify leadership, for leadership situations vary dramatically in the demands which they place upon the leader.（2）No single style of leadership is universally best across all situations and environments. In other words, leadership theorizing would be inadequate until behavioral and situational characteristics were integrated.（3）The contingency approach is regarded as the mainstream of leadership thoughts in educational administration. However, no prominent contingency theory, either Fiedler’s model or House’s framework, is widely accepted without any questions and challenges. More research works are needed for further testifying and revising.
|Appears in Collections:||教育研究所集刊|
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