학교 조직에서 지도자의 출현을 고무할 풍토조성에 관한 연구 = The Utilization of Emergent Leaders in School Organizations
저자
吳恩卿 (이화여자대학교 교육학과)
발행기관
학술지명
권호사항
발행연도
1984
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
185-213(29쪽)
제공처
소장기관
Of all the imperatives of contemporary educational leadership, probably the most significant is that which is related to emergent leaders. For it is through awareness and utilization of the concept of emergent leaders that status leaders have been able not only to maintain the organization but actually to infuse the school with the imagination, vitality, and creativeness necessary for survival. The concept itself has grown out of the democratic practices of making the greatest use of the skills and talents of subordinate members at all levels within the organization.
The survival and in-going development of the educational institution will be, in great measure, dependent upon the maximum mobilization of the organization's intellectual and other human resources. An examination of the literature of educational leadership reveals a continuing thread of concern about the development of emergent leaders.
Within established social systems, leaders usually emerge for one four reasons: 1) there is no designated leader, 2) the designated leader is not doing what group members expect of him, 3) an individual knows more about the matter at hand or can do more to help the group than can any other group member, and 4) the person has a preferred outcome that is so impelling that he is willing to use whatever means are available to bring it about.
Status educational leaders have the responsibility to establish a climate in which is conductive to the development of emergent leadership. In the open climate, goals are reasonably clear and accepted (goals focus); communication is relatively distortion-free vertically, horizontally, and across boundary lines (communication adequacy); equitable distribution of influence to all levels of the organization (optimal power equalization); and inputs, both human and material, are used effectively and efficiently (resources utilization). Each of these is a case if shared or emergent leadership. This in no ways should suggest that groups of individuals can function without status leaders; it does suggest, however, that the designated head must rely on this capabilities as a skilled professional leader rather than in the formal authority that may be vested in him as a status leader. Furthermore, where personal limitations impede effective action, there must be determination to compensate for these shortcomings. The successful educational leader watches skills on an equal footing and holds his own with the other professional members. To do this, the deliberate establishment of temporary systems in schools is institutionalized by the use of study groups, staff conferences, in-service training programs, workshops and consultations. They must not, however, be relied upon for the purpose of bypassing the formal system in the sense of preparing proposals of which the formal system is left in ignorance, nor for the purpose of depriving people in designated positions of responsibility of any innovative role, relegating them to entirely implementation or routine tasks.
Interaction with colleagues engaged in the same tasks and committed to the same objectives needs to be fostered by formal methods in permanent groups and supplemented by informal methods in smaller groups. In such a climate authority is not the reserve of certain hierarchical echelons, but is accorded to whoever has the most appropriate expertise. A status leader should have a recognition of this own responsibility to take the lead in appropriate circumstances as well as the need to allow it to pass to others when they possess greater expertise in a given situation. A status leader who provides for group formulation of policies and programs of action may achieve desirable ends far better than positional authority ever can. Certainly a climate or permission that encourages participation and professional deliberation seems to be necessary for the development of emergent leaders. In such as environment there are some specific activities that seem to be helpful:
1. Decreasing teachers' zone of indifference with reference to particular issues.
2. Making the group aware of the need for new or different action.
3. Clarifying alternative ends and strategies and accepting a preferred end or approach.
4. Monitoring of progress toward the preferred end or approach.
5. Evaluation group activity on the particular end or approach.
6. Making the group aware of its result.
Although the status leader of a particular group has responsibility for ensuring that the six functions occur, he does not necessarily perform all of them. Situational variables are not always arranged so that nay one individual would be most effective all of the time. Some individuals are effective in creating awareness, others are expert at implementing, still others at evaluating, and so on. Thus subleader are essential; and the status leaders is a leader of these leaders.
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