Leadership and Followership as a Relational Process

Russell, Megan

doi:10.1177/0263211x030312004

Cited by 12 publications

(8 citation statements)

References 26 publications

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“…It was considered that such an innovative pedagogy would allow students an opportunity to better engage in the process of their own learning, thus increasing the relevancy of the experience inclusive of an explicit nexus between theory and practice (JONES; TURNER, 2006). The eight theoretical perspectives given to the students included social orchestration which refers to how individuals manage others in a dynamic, fluid world (JONES; WALLACE, 2005WALLACE, , 2006, social role and impression management (GOFFMAN, 1959), virtue theory ,which is tied to notions of both moral (i.e., patience, courage and generosity) and intellectual (i.e., practical skill, intuition and resourcefulness) virtue (MCINTYRE, 1985), teaching styles as related to Mosston and Ashworth's (2002) (AMES, 1992), followership (RUSSELL, 2003) and social exchange (BLAU, 1986). In many ways, such a structure was inspired by Sfard's (1998) dual metaphors of learning by acquisition and participation, and the dangers of choosing only one.…”

Section: Recent Developments: Using Action Research Within a 'Communimentioning

confidence: 99%

Innovative Approaches in Coach Education Pedagogy

Morgan¹,

Jones²,

Gilbourne³

et al. 2013

Nuances

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We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a 'quality of mind' so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students' discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. KEYWORDS: Innovative approaches; Coach education; Coach skills; Pedagogical practice. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais 1 This paper is re-printed from a chapter in the 'Handbook of Sports Coaching' (2012; edited by Dr. P.Potrac et al., and published by Routledge). Hence, it is published here with their appreciated permission.

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Section: Recent Developments: Using Action Research Within a 'Communimentioning

confidence: 99%

Innovative Approaches in Coach Education Pedagogy

Morgan¹,

Jones²,

Gilbourne³

et al. 2013

Nuances

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“…Existing studies have identified a range of factors associated with effective leadership (Scheerens and Bosker, 1997;Leithwood et al, 1999;Day et al, 2000;Fullan, 2003;Russell, 2003;Sergiovanni, 2005). Recent studies of school quality in South and East Africa have added to our understanding of these factors (Yu, 2007).…”

Section: Understanding Effective Leadership In the South African Contextmentioning

confidence: 99%

Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa

Ngcobo

Tikly

2010

Educational Management Administration & Leadership

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The article identifies key dimensions of effective leadership for change in historically disadvantaged, township and rural schools in South Africa. It is based on original case study research in 13 schools in Kwa-Zulu Natal. Although the sample included mainly township and rural primary and secondary schools it also included a smaller sample of historically advantaged formerly White, Indian and 'Coloured' schools. All schools were selected on the basis of high academic achievement and success in implementing change. Effective leadership styles were found to be contingent on context. Rather than providing a fixed set of characteristics the dimensions provide a framework against which the nature of effective leadership in the sample schools is analysed and compared. It is argued that although many aspects of effective leadership are similar to those reported in the wider international literature, they assume a specific form and emphasis related to contexts of disadvantage in South Africa.

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“…However, relational leadership and associated care can also be viewed as inherent trends that do not have to be formally developed. Leadership is conducted according to a moral code of conduct, and followers are empowered to achieve (Russell, 2003). Also, Uhl-Bien (2004) affirms that the quality of leadership relationships matters because of their effect on outcomes, which are associated with benefits such as job satisfaction, higher organisational commitment, enhanced career progress, lower turnover, and even higher performance.…”

Section: Theoretical Frameworkmentioning

confidence: 93%

A Narrative Inquiry into Rural School Leadership in South Africa

Smit

2017

QRE

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This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.

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Leadership and Followership as a Relational Process

Cited by 12 publications

References 26 publications

Innovative Approaches in Coach Education Pedagogy

Innovative Approaches in Coach Education Pedagogy

Key Dimensions of Effective Leadership for Change: A Focus on Township and Rural Schools in South Africa

A Narrative Inquiry into Rural School Leadership in South Africa

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