[LEADERSHIP THEORY LITERATURE REVIEW] 1

Leadership Theory Literature Review

Julia Smith

Capella University
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Leadership Theory Literature Review

There are a variety of studies that demonstrate different perspectives concerning

leadership. In the (Anonymous 2006) article, leadership of today should be motivated by

cultural changes to enhance the schools improvement. Also studies were being

demonstrated that the role of leadership have been shifted among people who have not

had much experience in leadership. For example, teacher assistants and even teachers are

taking over the roles of administrators in the school setting. The studies of (Anonymous,

2006) are also expressing how the studies display that there has been an increase of

women of African American leaders in the educational setting. This shows that the

cultural aspect has impacted become more significant factor in leadership. (Anonymous

2006), observed that certain behavior and traits creates leadership. Some of these that

were mentioned were courage, confidence, strength, social distance, and intelligence.

Leadership should focus on ensuring collaboration is executed with each member of a

team, Values should be clear and concise, and most importantly all leaders should have a

vision.

Studies from (Anonymous 2006) have suggested that social theory is only

effective in leadership when a leader understands how to utilize power to punish and

reward, knows how to maintain appropriate distance, and demonstrates how to utilize his

or her expertise when it is necessary.

In (Stones and Hatswell J. 2017), the theory of choice theory is studied which

demonstrates how effective unity can be aligned and improved throughout the school.

The Window of Certainty is expressed that exhibit the significant aspect of choice theory.
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The synopsis of this concept is viewed that if collaboration in leadership is established

and the beliefs and values of the leader are all connected as a body or team then nothing

but success will come out the process of leading in this manner. (Stones and Hatswell J.

2017) express that if schools operate in the choice theory and the window of certainty

teachers will become confident and engaged about their work environment. However,

(Stones and Hatswell J. 2017) stated one significant fact that could be contrary to choice

theory which is “Many schools develop processes for defining what is expected and

allowed, but they often do this in a controlling way. Control does not liberate the energy

that is generated when autonomous professionals are encouraged to exercise their

freedoms.

In leadership the clarification of how differentiated instruction is executed among a

variety of contents is very significant. The content that will be most focused on in this

literature review when leadership and differentiated instruction is conveyed will be

language arts. Language Arts is a broader content that the differentiated instruction can

connect to many content areas. There is always some sort of reading in any content a

child comes across.

The significance of being aware of the climate and culture of your school as a

leader associates with how the differentiated instruction should be applied along with

chosen for your school environment (Smith, S. 2013) suggest that if leaders (teachers)

understand how to utilize the Tpack framework of learning which is nothing more than

the pedagogical and technological connected when teaching the language arts content,

students will become more engaged in reading and writing. For example, it is expressed
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that because of how the 21st century of learning is structured teachers need to be able to

teach students utilizing a variety of differentiate instruction. It is not just because of how

the 21st century of learning is set up , but also because of the different learning levels our

students are beginning their school year in. One way of incorporating differentiated

instruction is through technology. The TPACK framework encourages that students

especially in the low economic learning environments should have access to

incorporating technology to motivate and engage reading and writing in language arts.

Another article that was demonstrated through (Avila, J., & Moore, M. 2012) was

approved by leaders that promoted differentiated instruction in language art also. This

article analyzed how leaders especially teachers need to be aware of how implementing

critical literacy, standards of learning (CCSS), and technology could support students in

understanding a comprehension of text while of course making it engaging as it is being

taught and learned. Again the climate and culture was also a focus based upon this

statement, “Furthermore, some researchers have focused on minority students and the

ways critical literacy can help them become “change agents” (Lawrence, McNeal, &

Yildiz, 2009, p. 484; see also Lesley, 2008). (Avila, J., & Moore, M. 2012). One

example of implementing differentiated instruction was through incorporating digital text

while connecting it to the standards that was being taught in the classroom and last

ensuring a variety of technology was utilized to create a voice in how the students would

demonstrate that they understood what had been taught in through the reading and

comprehension skill. Students are able to create blogs, wikis, podcast, etc. to

communicate with their classmates about the different digital text. The way differentiate

instruction was implemented throughout these aspects of learning was expressed as

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“Digital literacy can provide an inviting gateway into critical literacy, as students are

often more willing to engage in technology-based activities than those rooted in more

traditional ones” (Avila, J., & Moore, M. 2012).

Nevertheless, as an leader especially in the educational field, we

understand that leadership has taken an unexpected shift and the twenty-first century

leaders of today don’t have any other choice other than be flexible and progress with the

shift. (Santamaría, L. J., & Jean-Marie, G. 2014)) has written an wonderful article

that explains why the educational leadership has shifted and has implemented a cross

cultural atmosphere into our schools and found it more benefiting to improve the schools

of today, especially the low performing ones. The transformational leadership theory was

implemented to be apart of the leadership shift in education. The reason this theory was

chosen was because it promoted a vision of positivity, motivation, and inspiration to all

whom the vision was established for. The article expresses that with this type of vision

from leaders students from low urban communities are able to be more engaged in their

learning if the vision is promoted throughout their teachers and school atmosphere.

The article that conveyed a connection to the transitional leadership theory and relates to

the significant of leaders understanding their culture environment to bring about a

positive change was expressed through (Fleisch, B. 2004). This article deviated from the

traditional visions of how to bring about improvement in schools and focused on the

educational shift of leadership that is being focused upon which was cultural context,

which would begin a structural framework of school positive school effectiveness.

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References

Stones, R., & Hatswell, J. (2017). Applying Choice Theory and Lead Management to
School Cohesion and Performance. International Journal of Choice Theory & Reality
Therapy, 37(1), 31–39. Retrieved from
http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&
AN=126409628&site=ehost-live&scope=site

Higher Education Leadership in the New World. (2006). ASHE Higher Education
Report, 31(6), 101–136. Retrieved from
http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=aph&AN=22123095&site=ehost-live&scope=site

Smith, S. (2013). Through the Teacher’s Eyes: Unpacking the TPACK of Digital
Fabrication Integration in Middle School Language Arts. Journal of Research on
Technology in Education, 46(2), 207–227. Retrieved from
http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct
=true&db=aph&AN=93264918&site=ehost-live&scope=site

Avila, J., & Moore, M. (2012). Critical Literacy, Digital Literacies, and Common Core
State Standards: A Workable Union? Theory Into Practice, 51(1), 27–33. https://doi-
org.library.capella.edu/10.1080/00405841.2012.636332

Fleisch, B., & Christie, P. (2004). Structural Change, Leadership and School

Effectiveness/Improvement: Perspectives from South Africa. Discourse: Studies in

the Cultural Politics of Education, 25(1), 95–112. Retrieved from

http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&

AN=12917263&site=ehost-live&scope=site
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Santamaría, L. J., & Jean-Marie, G. (2014). Cross-cultural dimensions of applied, critical, and

transformational leadership: women principals advancing social justice and educational

equity. Cambridge Journal of Education, 44(3), 333–360. https://doi-

org.library.capella.edu/10.1080/0305764X.2014.904276