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Synergistic Leadership Theory

This Instructional Module was written and published by Nancy Leonard and Asia Jones, doctoral students from Virginia Tech, and is a chapter in a larger collection entitled, 21st Century Theories of Educational Administration. This Collection is a series of modules written by Virginia Tech Doctoral students in Summer 2009. Professors, Practitioners, and Graduate Students of Educational Administration are granted full rights to use for educational purposes.

The National Council of Professors of Educational Administration has reviewed and accepted this Instructional Module for inclusion in the International Journal of Educational Leadership Preparation (IJELP), the official publication of the NCPEA Connexions Project and is catalogued under Instructional Modules and Education Material. In addition, the instructional module has been submitted to the U.S. Department of Education’s Educational Resource Information Center (ERIC).

Introduction

Synergistic Leadership Theory (SLT) is a 21 st century leadership theory that provides a framework to examine and reflect on the feminine voice in educational leadership (Irby, Brown,&Yang, 2009). This theory gives consideration to the necessity of the alignment and harmony of four interconnected elements of leadership. These elements include: (a) organizational structure, (b) leadership behaviors, (c) external forces, and (d) beliefs, attitudes and values. Figure 1. depicts the SLT’s four equal and interactive factors which are identified by four stellar points with six interaction pairs. This model can be rotated on any apex and still maintain its shape, thereby indicating no structural hierarchy or linear connotation, rather, suggesting that each factor equally affects the success of the leader in context, as well as the organization (Irby et al.). Being a holistic leadership theory, SLT integrates these external forces which lend to the perception of a leader’s success and effectiveness. It is unique from other leadership theories because it is gender inclusive and acknowledges that women bring leadership behaviors differing from traditional male leadership behaviors (Irby, Brown, Duffy,&Trautman, 2002). Additionally, acknowledging the presence of external forces that drive educational leaders to collaborate and strategize makes SLT unique from other leadership theories.

Definitions of terms

Gender Inclusive: Operationally defined as the acknowledgment of the female perspective and experiences in conjunction with the leadership attributes inherent to both males and females (Irby, Brown, Yang, 2009).

Attitudes, Beliefs, and Values: Operationally defined as foundations for the guiding principles that influence leadership behavior as demonstrated through actions (Irby, Brown, Yang, 2009).

Leadership Behavior: Operationally defined as behaviors which are characteristic of both male and females in leadership positions and may range from autocratic to nurturer (Irby, Brown, Yang, 2009).

Organizational Structure: Operationally defined as the characteristics of an organization and may range from a collaborative feminist style structure to a tightly bureaucratic structure (Irby, Brown, Yang, 2009).

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Source:  OpenStax, 21st century theories of education administration. OpenStax CNX. Jul 08, 2009 Download for free at http://cnx.org/content/col10727/1.1
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