Changing Schools in Changing Times: Implications for Educational Leadership

Abstract

When discussing the direction our lives will take in the new "world of information" and speculating about the consequences of people interacting through the electronic transmission of texts, photos, sound, and video, Dertouzos (1997) admits that "at this stage, we have no clue which way the pendulum will swing" (p. 281). Will electronic interaction increase the degree of intimacy among community members, or will it result in greater indifference? Will our society move toward a new educational system completely unlike the current one, or will it maintain the familiar framework with only minor changes? Educational leadership has drawn increasing attention. Kearsley and Lynch (1992) refer primarily to leadership in educational technology, which they perceive to be different from educational leadership in general. The major emphasis in leadership in educational technology is on different ways technology can be managed in schools, especially by teachers and school administrators. Leithwood (1994) argues for the promise of transformational leadership in the context of school restructuring, while Clark and Clark (1996) call for "better preparation of leaders" in all possible educational settings in order to prepare learners to cope with current and future dilemmas facing society. Based on different scenarios within educational settings, this article attempts to describe some of the possible characteristics of educational leadership in the 21st century. I will begin by outlining the characteristics of educational systems, then describe potential leadership figures in these institutions, and end with some thoughts about whence the future may lead us. Characteristics of Future Schools Educational systems of the 21st century, much like those of the 1990s, are expected to operate as dynamic organizations for which change is fundamental to survival and success (Goldring, 1996). Such institutions initiate change in order to improve their function and to match pace with the rapidly changing environment, unlike schools that react to change or even continue to function as if no change were taking place. Change has become a pervasive and in-216