Business Btec Level 3 Unit 38 - 1469 Words

Economic Environment The economy of each country has features that could be measured in different ways to see how they are changing. The economic environment of countries has an effect on countries due to the trading between countries affecting the money coming in and out of the country which then affects the cost of goods and prices. The economic environment would affect jaguar land rover as the goods and prices will have been affected. By this happening it would result in the prices of the cars costing more due to the resources used costing more for the manufacturer. Business Cycle Increases and falls in the production are shown through the business cycle as well as income and the expenditure of the country over a period of time.†¦show more content†¦Deflation is when the prices of products and services decreases for a period of time. This could show that an economy is in a recession. As the prices are decreasing it can cause problems as a business would have to decrease their costs in order for them to survive. Jaguar land rover may have to make redundant some of their employees when inflation is rising as people may not buy their products and this will help them save money. Jaguar land rover would have to reduce its costs when in inflation as the prices of their products start to decrease. They could also cut their costs by making people redundant which would mean they will be giving out fewer wage. Employment rates During boom employment levels will be high and during recession unemployment levels will also be high. When the employment levels are high employers may find it difficult to find suitable people because there may not be many people that are suitable for the job not finding work. When unemployment levels are high sales may fall because of many people not being able to afford to buy products from businesses. In some countries with a lot of technology there may be more machines doing the same work that was previously done by people. If jaguar land rover expand their business in different countries it will mean they will need more people to do the work which will mean unemployment levels will stay low. But if jaguar land rover gets robots (as they have in their Liverpool company) to do the sameShow MoreRelatedhnt travel tourism3075 Words   |  13 PagesBTEC National Level 3 Travel and Tourism 2010 13 Unit 13: Tour Operations Unit 13 Tour Operations Unit 13 Overview 10 Credits Tour operators play a very important role in travel and tourism, by arranging the package holidays that are such an important feature of life in the 21st century. 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Indicate the page numbers where the evidence can be found.| Criteria reference|To achieve the criteria the evidence must show that the student is ableRead MoreFood and Beverage4102 Words   |  17 PagesProgramme: BTEC Higher National Diploma (HND) in Hospitality Management Unit Number and Tittle: Food and Beverage Operations Management (Unit 5) Unit Level: L/601/1971 (Level 4) Module Tutor: Dr. Sam Hazra Learner: GERGANA TSAREVA College ID: GT21132 Submission date: 25th March MARCH 2013 PAGE OF CONTENT 1. LO1. Understand different food and beverage production and service systems†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 2. 1.1Characteristics of food production†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 3. 1.2 Factors affectingRead Morehealth and social care Essay2985 Words   |  12 Pagesï » ¿ ADVANCED WELSH BACCALAUREATE INDIVIDUAL INVESTIGATION A Comparative Investigation into Teenage Pregnancy in Wales and England BTEC Level 3 Diploma Public Services CONTENTS PAGE No. Section Page 1. Planning 2. Introduction 3. Methodology 4. Investigation Findings Analysis Wales Ireland 5. Conclusion 6. Evaluation 7. Bibliography 8. Appendix PLANNING MY INDIVIDUAL INVESTIGATION Title for

The Different Between the Formats of Financial Statements free essay sample

The different between the formats of financial statements (income statement and balance sheet) for different types of business such as sole proprietorship, partnership and limited company Each company will have different economic sectors so they use different financial statements with different format that satisfy those sectors. The financial statements collect the financial records form the sales and purchases produce, the net taxable profit or loss for each month.Different types of business use different formats. For sole traders, the financial statement for sole traders is simple; because the report is just serve for the owner of the company. So, it is not complex, it may not have the balance sheet and income statement. The report just needs to show the profit and loss account compared to a public limited liability company which will have to prepare based on international financial reporting standard (IFRS) and generally accepted accounting principle (GAAP).If financial statements are not prepared based on standards it is difficult to compare with other organisations. We will write a custom essay sample on The Different Between the Formats of Financial Statements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For partnership, the financial statement has relation to the interests and the profit of the ones contributes the capital of the company. The target of the financial statement is shown the balance sheet, profit, income, outcome and the loss statement. When making financial statements, the income statement would usually be prepared first because the net income or loss becomes a part of the statement of partners’ capital.The statement of partners’ capital is prepared second because the ending partners’ capital balances become part of the balance sheet. The statement just focused on analyzing the capital and profits of the company that are is circulated inside the company. For limited company, the financial statement must reflect the current, non-current assets, liabilities, sales, profits, cost of income tax payable and earning per share.

Hamilton An American Musical free essay sample

â€Å"How does a bastard, orphan, son of a wh**e† become a smashing Broadway success? By combining brilliant, historically accurate lyrics with rap, six-part harmonies, and strong hip-hop influences. â€Å"Hamilton: An American Musical,† written by Lin-Manuel Miranda and starring Miranda as Alexander Hamilton, has taken Broadway by storm. While I have yet to see â€Å"Hamilton† on stage, this Grammy-winning album is superb both by music industry and Broadway standards. Listening to the album, you feel like you are sitting in a theater watching the hit show being performed. The rapping is understandable and brilliant, the harmonies are tight, and the entire album radiates that magical Broadway energy. â€Å"Hamilton† takes you on a musical historical journey. Alexander befriends Aaron Burr (Leslie Odom Jr.), who gives him advice: â€Å"Talk less, smile more/Don’t let them know what you’re against or for.† Issues facing the newly established United States are discussed through Cabinet rap battles. We will write a custom essay sample on Hamilton: An American Musical or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Commentary in â€Å"Burn† and â€Å"The Room Where It Happens† surmise what actually happened over 200 years ago and discuss the end results in a beautiful storytelling manner. â€Å"Hamilton† allows you to reimagine history as though the Founding Fathers had rapped their ideologies and emotions. Since I haven’t seen the show but simply heard the wonderful music telling the story, let’s talk about the lyrics. The lyrics are tightly worded poetic masterpieces containing historical gold nuggets. They don’t just recite historical facts; they mine all the emotions that can be found in Hamilton’s story. It feels like you are standing right alongside him as he works his way from a poor orphan to a principled leader trying to establish economic sovereignty for our country. But perhaps the best part of the lyrics isn’t just what is said, but all the underlying themes Miranda masterfully crams into this more than two-hour-long story. From the idealized American dream to the poor underdog shaping history through hard work, Miranda paints this Founding Father as a relatable role model. It’s a powerful and moving story about a little known Founding Father whose economic policy established strong roots that have helped generations of Americans to prosper. Miranda also comments on our inability to control what legacy we leave. Alexander asks, â€Å"Legacy. What is legacy? It’s planting seeds in a garden you never get to see.† And Aaron Burr sings, â€Å"History obliterates in every picture that it paints, it paints me and all my mistakes.† As Hamilton and Burr discover, â€Å"You have no control who lives, who dies, who tells your story.† But I believe Lin-Manuel Miranda’s rendition of Alexander Hamilton’s story portrays these individuals as honestly as possible.

The Social Consequences Of Divorce In Canada Social Work Essays

The Social Consequences Of Divorce In Canada Social Work Essays The Social Consequences Of Divorce In Canada Social Work Essay The Social Consequences Of Divorce In Canada Social Work Essay Divorce or disintegration of matrimony refers to the concluding expiration of a lawful matrimony through the cancellation of the legal duties and responsibilities of matrimony and besides disintegration of the bonds of marriage between married people. Chiefly, divorce requires a canonic legal procedure either through a justice or other related governments. In most of the European states a divorce is non perceived to be a declaration that a matrimony is void and null or as an revocation but as a cancellation of the matrimonial position of the concerned people or twosome. In states where monogamousness is a jurisprudence, the divorced spouses have the authorization to hold or get married another individual but in the states where polygamy is permitted the divorced adult female has the right to acquire married by another. This research paper is traveling to discourse on how divorce has affected the life opportunities and chances of the Canadian kids and young persons who have had the di vorce experience. The factors to be discussed include the offense or delinquency, limited educational attainment ( school dropout ) jobs associating to socialisation, or other societal jobs ( substance maltreatment ) . Parental divorce causes delinquency or offense behaviour in the affected kids. As we all know that many kids get their behaviours largely from friends or parents. Again kids have a natural attractive force to their parents since birth. Divorce means that a kid may non acquire a corporate parental attention from their parents because they ( parents ) may be excessively busy to pay attending to their kids. Most divorced parents tend to be drowned into the divorce instances of depressions thereby go forthing their kids to make what they want and to be in the company of whoever they please. Lack of parental counsel can motivate kids to deviate from the required societal behaviours hence prosecuting in some juvenile Acts of the Apostless such as maltreatment, hooliganism and larceny in the adjacent places. There are assorted divorce factors that contributes to offense and delinquency besides deficiency of parental counsel, attention and love. One of the factors is the economic conditions which are ever associated with a individual household and which places the kids at greater hazards. This is because kids who do happen their parental fiscal aid unsatisfying may make up ones mind to fend for their ain therefore acquiring involved to the offense state of affairss. It is believable to state that along with the deficiency of stuff ownerships it can do the young person to skid down the slippery incline into the life of delinquency. The other factor is socialisation. This is because the kids shacking with individual parents may non be willing to mix with others and even the parent. This is unlike the kids who are populating with their both parents. Again, some of the parents may be delinquents and their kids will copy from them therefore going delinquents excessively. Another factor is bad vicinities. This is propelled by the fact that many individual parents are non really affluent or even financially stable and they hence end up shacking in low cost ghetto countries wh ereby their kids may be forced by fortunes to be involved in delinquency and offense Acts of the Apostless. The other factor is the ways in which the functionaries and systems from some of the formal establishments such as the constabulary, tribunals and schools respond to the kids from the individual parents households. This is because they tend to comprehend them negatively therefore placing them as delinquents and some so may make up ones mind to be what they are being associated with. The delinquency behaviours in kids from divorced households may be caused by the violent and aggressive behaviours experienced by the kids if the divorce procedure or their parental matrimony was marred by violent and aggressive behaviours ( Kulla, 2006 ) . There is one country which is chiefly affected by divorce and it is evidently the kid s instruction. These effects are chiefly characterized by a kid s bead in public presentation and the kid may besides get down moving out in category. Children exposed to divorce are besides likely to reiterate class at least twice and besides have the likeliness of acquiring expelled or expelled from school at least five times. These two features signify that the kid is holding troubles in get bying with the dislocation of a parent s matrimony. Harmonizing to the survey which was carried out by two Canadian universities ( Alberta and Manitoba ) , the effects of parental divorce could lend to greater school bead out prevalence amid the kids whose parents are acquiring divorced as compared to those whose parents live together. The research depicted that the effects of divorce were much far worse for the childs who went through two or more parental alterations as a consequence of decease, remarriage, divorce and even another divorce. It was estimated that these childs have merely 40-50 % possibility of successfully finishing high school instruction as compared to their opposite numbers from the stable households. Harmonizing to the university research workers 78.4 % of kids who did non undergo parental divorce or rupture completed their instruction in front of their equals who experience a alteration in the household family. The research besides showed that there was no important difference between the childs who experienced the loss of one parent and the 1s experienced one divorce ( Enotalone.com, 2009 ) . The consequences besides indicated that in these two groups around 60 % received high school sheepskin although merely a few kids who experienced more than two divorced families received high school sheepskin. Lack of academic public presentation and deficiency of schooling brings down the kids s ability to go future professional whereby some may stop up going stealers and ev en manual labourers. Another ground as to why kids from divorced households do no run into their academic ends is the economic strain of the divorcing parents and particularly the tutelary female parent who frequently face post divorce effects. Custodial female parents normally face dramatic economic losingss following divorce that lead to the feelings of emphasis which adversely affect rearing. The divorce is chiefly riotous to the kids because the tutelary parent normally faces a important sum of emphasis in the clip period instantly after the divorce. Economic loss of the tutelary parent affects the instruction of the kids because the kids may alter school may be from good to hapless schools which are associated with poorness and hapless classs. A school that has low criterions of instruction normally produces hapless pupils. Some tutelary parent may even miss adequate money to take their kids to schools and this may be really destructive to the future employment chances of the kid for what office wor k can any one bash without academic documents. Again a kid shacking with the tutelary parents my dislike the sort of new school they have now been moved or transferred to and they therefore can make up ones mind to drop out of school therefore going one of the illiterate people in the society. It should be noted that kids who are sing parental divorce are more likely to drop out of school particularly when there is no communicating between the school and place so that there can be a good coordination if the kid is traveling to be assisted in get bying with the dislocation of the parent s matrimony. Children from the divorced households may besides neglect to make up to their academic ends because some of the kids maintain laughing or even looking down at them. This brings approximately reduced concentration whereby the kid ends up executing ill academically ( Theparentreport.com, 2010 ) . Divorce dramatically affects the socialisation of the several kids. It is tantamount to the hurting of decease of a parent. Divorce ever creates a great loss, unhappiness, confusion and heartache for the kids. For case they hate themselves and the people around them because they believe that they are the cause of the divorce and that their parents do non love them any longer. These kids besides have jobs in school and other societal countries for some have a really low regard to a point that they do non desire to be associated with other kids. Again, they think that are worthless and bad. Some kids tend to dislike association with their parents since they feel that they have let them down and others wish that they were born in stable households. Divorce can impact the kid and the effects may travel up to her maturity impacting countries such as employment relationships or even future matrimony. For case in Canada, teenage and young person females who experience divorce are associated with low regard, promiscuous behaviours such as harlotry, greater delinquent behaviours and normally have troubles in keeping the long- term relationships. They besides experience the great loss of their male parents both personally and emotionally for they feel that they ( male parents ) abandoned them because they are non fond plenty, reasonably adequate and smart plenty. Many kids from the divorced have socialisation jobs because they may miss adequate installations and resources which they used to hold. They may therefore stop up losing their long clip friends therefore missing adequate company to socialise with. There are some societal jobs which are associated with divorce. These include drug maltreatment due to the stressing experiences the kids go through as a consequence of parental divorce. Again, many end up taking drugs because they find them to be better sympathizer to their jobs compared to the people populating around them. Young females may besides prosecute in harlotry where the tutelary parent is incapable of supplying the basic demands. Other male childs and misss will prosecute in some of the activities like delinquency and offense for illustration larceny and hooliganism so that they can make full the shortage of the demands and things that their tutelary parent is unable to supply and which they were used to hold when their household was stable. Some kids may besides copy the violent and aggressive behaviours and utilize them in hassling some of their friends during some of the societal activities for illustration in school, churches and even at cantonments. Divorce can besi des take to decease through self-destruction particularly where the kids fail to get by with the station divorce results. Conclusively, I feel that kids from divorced households may on mean experience more major behavioural and psychological jobs than those kids in the integral households. The troubles that the young person and the kids experience as a consequence of the parental divorce are chiefly contributed by the loss of contact with the parents, emphasis, economic troubles, parental accommodation, interparental struggle and competency. Many divorces hamper the ability of the kids to to the full realize their ends in life due to economic jobs which bar them from progressing their faculty members to the needed criterions. Parental divorce can besides take to offenses and delinquency particularly where the kids do non hold the basic demands which they used to hold. Divorce can besides convey societal jobs such as drug maltreatment, disaffection and harlotry. Parents should guarantee that appropriate steps are taken so that kids are assisted with the station divorce results so that they may non stop u p being lifetime failures.

Important assignment -527 Research Paper Example | Topics and Well Written Essays - 1000 words

Important assignment -527 - Research Paper Example The capital city has a cold climate but is made colder by the nearness to Mount Kenya (Hornsby, 2012). The various inhabitants in Kenya are the Bantu, which takes the greatest percentage, followed by Notes. These put together, comprise of 97%. The coastal region is inhabited by European, who began exploring those areas and Arabs since the early times. Settlements began divisions when Kenya was colonized by the British Empire in 1985 and at around 1920, a clear way was prepared for their settlement. The Kenyan republic attained its independence in 1963, where it got the freedom to rule itself. It placed Nairobi to be its capital city that deals with commercial services with a great specialty in Agriculture. Kenya grows coffee and tea. The Swahili word came from the Bantus and was taken to be the mother language of the Swahili people in the coastal area. It became an official and national language for the country. Some vocabularies of Swahili got meaning from the Arabs time of the invasion in the coast, when they mingled with the Arabs who spoke Muslim and is a composition of some German, English, French and Portuguese (Steers, SaÃŒ nchez-Runde, & Nardon, 2010). The language was first spoken in the coast along Tanzanian border, before been made formal after independence by the then president of African Great Lakes region. The word then spread via fishermen in different coastal islands. Swahili began spreading along other regions from traders who dealt with cloves. During the trade time, they preferred the style as they maneuvered to other areas and in turn made people adopt. The word spread easily within the islands because the traders had established extensive contact with the people coming in and out of the coastal area. These made it a bit famous by the sixth century to Dar-es-salaam in Tanzania and most Kenyan regions. Currently, the biggest part of Kenya’s population is now in a position to speak Swahili. These are evidence where most

Analyse the change process during the takeover of Cadbury by Kraft and Essay

Analyse the change process during the takeover of Cadbury by Kraft and critically evaluate the management of that change process - Essay Example When Kraft took over Cadbury, this was a major change that was disruptive to the Cadbury organisation, which had implications for the all the stakeholders involved. Included in the stakeholders was the UK government, which rebuked the organisation for shuttering a plant that it promised to keep open. The workers felt job insecurity. However, the change was not all bad, as both companies gained market share throughout the world. This essay will examine the changes that were made, including the mistakes that Kraft made, and how the change affected all the stakeholders involved. Cadbury Nature of Change The triggers for change The triggers and forces promoting the change was that Kraft, in September of 2009, offered a takeover for Cadbury, valuing it at the time at ?10.2 billion (Wearden, 2010). This offer was initially rejected. Kraft eventually went hostile without a change in terms, despite the fact that Cadbury upped its sales and profit margins, along with a warning that the firm, Cadbury, would lose its unique culture if Kraft took it over. In the end, despite Cadbury's resistance to the takeover, Cadbury's board recommended that the firm be sold to Kraft for ?12 billion (Wearden, 2010). The triggers for change, in this case, was that Kraft wanted to expand its brand, and Cadbury was struggling in the marketplace. In applying the models of change, one of the pertinent models is that of Lewin’s Force Field Model. In this model, an organisation is beset by driving forces on one side and resisting forces on the other. Change upsets the equilibrium of the company, and the driving forces for change are opportunities and threats (Lewin, 1951). The driving force in this case was Kraft’s will to obtain the company, by any means, because it wanted to expand its market share. The resisting forces came when Cadbury repeatedly rejected Kraft’s offers, and, finally, Kraft had to take the company in a hostile takeover (Wearden, 2010). The opportunity that was represented by change was that both companies could gain market share. The threats was that Kraft’s takeover would threaten jobs, and would make workers, and the UK government, feel insecure about the future of the Cadbury company. Another model that is applicable is Lewin’s Ice Cube model. This assumes that there must be a transition state, that is the unfreezing of people’s beliefs – beliefs are frozen, and they must unfreeze for there to be change. The present state is the frozen belief system, while the desired state is what occurs after the beliefs are unfrozen, change takes place, and there is a new desired state that takes the place of the old belief system (Lewin, 1951). This is applicable in the Kraft case, as people in the Cadbury firm had a certain corporate culture and belief system, which is explained below, and they had to learn to adopt a new culture which was imposed by Kraft.

Theories of Leadership in Schools

Theories of Leadership in Schools CHAPTER TWO LITERATURE REVIEW Introduction Schools organizations are involved into reform, change, and improvement efforts and process stemming from a desire for renewal, gaps in performance results, advancements in knowledge, mandates, and other societal deficits where responsibility has been delegated to schools (Evans, 1996). According to Fullan (2000) and Mai (2004) the problem for school organizations seeking to effectively improve or change centers on what behaviors, strategies, or structures contribute positively to organizational learning and renewal in a way the produces the capacity for sustainability in order to make a positive difference for students. Foster (2001) discussed that while the majority of past theories on school leadership have focused upon the capabilities of one individual, this accepted belief of a solitary leader is now being challenged as traditional models of leadership and organizational change are being analyzed. Thus, instead of viewing leadership as a role for one person, leadership is now being redefined as a practice shared among many individuals (Harris, 2003). Distributed leadership involved with creating joint responsibility for leadership activities. Interesting is the focus on shared learning and developing leadership capabilities. Shared leadership is used as synonym for democratic leadership, and collaborative leadership. Practitioners use it to create effective school leadership, or improving schools, or to study leadership. Building leadership capacity means broad-based, skillful involvement in the work of leadership. There is a need of significant number of skillful teacher leaders who understood the shared vision in the school, and are able to carry it out. Also the work involves reflection, inquiry, conversations and focused action professional behaviors that are an integral part of daily work. Understandings and skillfulness involve more than the knowledge of an innovation. The skillfulness focused is those skills of leadership that allow other teachers to capture the imagination of their colleagues, enable them to negotiate real changes in schools and negotiate any conflicts that arise in organization (Harris and Lamber, 2003). In order to build leadership capacity for school improvement the U.K. Open University suggested the following main characteristics: Surface, clarity and define values, beliefs, assumptions, perceptions and experiences ; inquire into practice; construct meaning and knowledge ; frame action and develop implementation plans. The Cyprus Educational System is open to a wide range of influences, which create the need for change and improvement. The strategy of the Ministry of Education in Cyprus is to proceed with the Educational Reform Program in order to fully achieve the goal of an all inclusive, democratic and human school, which embraces all students equally and provides education to each and every pupil according to his/her needs. Educational Reform was launched in January 2005, following a report by a Committee of seven academics which identified the weaknesses of Cyprus Educational System and the areas in need of reform. UNESCOs Report at the end of 90s come to the summarized conclusion that â€Å"The administrative system of governing and monitoring of the Ministry of Education and Culture remains strictly centralized, bureaucratic and inflexible.† The main goal is to restructuring of Ministry of Education and Culture by modernize the organizational structure for all the departments. School Reform, Change and Improvement A lot of efforts about improving education have become national and international in scope, beginning in 1983 in USA with â€Å"A Nation at Risk† and recently â€Å"No Child Left Behind† federal legislation, (2001). Elmore (2002) explains that is not enough to focus solely on these new reform standards requirements. Continuing school improvement for all students achievement will need to develop and sustain a school climate where everyone is committed to learning and everyone is accountable for pupil achievement. Sheppard (2003) proposed that school leadership is critical for improving pupil achievement. Leithwood and Riehl (2003) according to their research findings concluded that leadership has a significant effect on student learning, curriculum and teacher instruction. Some researchers like Hallinger and Heck(1998) suggest that school survival today is depending of the effective leadership that can guide schools through the challenges of improving student achievement . Fullan (2001), Lunenburg and Ornstein (2004) support that effective leadership at all levels of the educational system is critical. Also organizations cannot flourish on the actions of the top leaders alone. They suggested that schools need many leaders at many levels. Neuman and Simmons (2000) discussed that leadership is the job of the whole educational community, and learning becomes the focus and primary value for every member. Whilst the quality of teaching strongly influences levels of pupil motivation and achievement, it has been consistently argued that the quality of leadership matters in defining the motivation of teachers and the quality of teaching in the classroom (Fullan, 2001; Sergiovanni, 2001) Recent studies of effective leadership have described that authority to lead can be dispersed within the school in between and among people (MacBeath, 1998; Day, Harris and Hadfield, 200; Harris, 2002). Leadership is actually separated from person, role and status and is primarily concerned with the relationships and the connections among individuals within a school. Distributed, shared or teacher leadership is well developed and grounded in research evidence. Distributed Leadership implies a redistribution of power and re-alignment of authority within the school. Main goal is the creation of the conditions in which people work together and learn together. By giving authority to teachers and empowering them to lead leadership is emergent rather than as a fixed phenomenon. Literature review about Leadership consists of a number of leadership theories, styles and approaches. The most of these theories on school leadership have focused on individual capabilities. Recently this believes are challenged because of organizational changes and reform in our educational system. Leadership is now being re-defined as a practice distributed among many individuals (Harris, 2003). I believe that today the concept of distributed leadership is receiving much attention and growing empirical support (Spillane, 2006). The focus is oriented not upon the characteristics of the leader but upon creating the climate for shared learning and developing leadership capabilities. Spillane and Diamond (2007) discussed that distributed leadership is used as a synonym for democratic leadership, shared leadership, and collaborative leadership. In many cases distributed leadership is used to create effective school leadership, others use it for improving schools, and some for leadership research. In order to contribute to the necessary transformation of our schools, school improvement demands learning that is encourages lifelong personal and social experience. The teacher needs to feel that not only can she/he believe in school improvement, but that she/he is making her/him own contribution, and is involved in the improvement process. Improvement is something no-one would want to avoid, like good food. We argue that school improvement must be related to the re-examination of the purposes of schools in the future. The globalization of economic activity has transcended national boundaries and has created unprecedented social relations mediated through global economic practices. School improvement strategies need to move away from organizational issues and take more account of the voices of those most involved the young people themselves as well as their teachers. Today in many countries like USA schools and states emphasize on school reform and improvement by consider those factors that influence the implementation and sustainability of improvement efforts (Sergiovanni, 2006; Hall and Hord, 2006). According to the writers school improvement initiatives demand resources like additional personnel, time, money, staff development, instruments and space. For example Sergiovanni (2006) suggested that schools must institutionalize the allotment of resources to provide for the longevity of the school improvement initiative. Another main resource element necessary for school system is the school culture. School culture influences the degree to which an improvement initiative is successfully implemented (Jazzar Algozzine, 2006). Leadership Practices of Effective Head Fullan (2003) examined that principals are often the key to school improvement efforts and also he identified barriers to improvement often noted by school heads. It is important when school improvement and reform initiative is implemented from the state level, building managers must be able to encourage and motivate their staff to successfully implement the initiative. (Leithwood, Louis, Anderson, and Wahlstron, 2004). School head is a key element for school improvement efforts regardless of system imposed barriers such as not clearly identifying the heads responsibilities and lack of leadership training provided for school principals. Most important step for improvement implementation in schools is the creations of supporting culture environment for change. Heads need to establish such cultures in the following situations: In developing of policies and procedures which facilitate the improvement process. By establishment of patterns so that individuals can work together as they strive for improvement. By focusing on collaborative relationships with numbers of staff and other administrators. By teacher development and learning activities focused on the improvement initiative. By assessment of the procedures in order to evaluate and monitor improvement sequences of actions. By discussing any success according the improvement implementation. By motivate staff members for their success as they engage in improvement. The literature on effective leadership emphasize on those essential characteristics for leading school improvement. Especially Kouzes and Posner (2002a) have conducted research on the practices and skill of effective leaders by identified five practices and ten corresponding commitments that all leaders demonstrate. Kouzes and Posner (2000) practices are presented by Balcerek (1999, p.4) in a table of leadership model. Ten Commitments of Leadership Practices Commitments Model the Way 1 Find your voice by clarifying your personal values 2 Set the example by aligning actions with shared values Inspire a Shared Vision 3 Envision the future by imagining exciting and ennobling possibilities 4 Enlist others in a common vision by appealing to shared aspirations Challenge the Process 5 Search for opportunities by seeking innovative ways to change, grow, and improve. 6 Experiment and take risks by constantly generating small wins and learning from mistakes. Enable Others to Act 7 Foster collaboration by promoting cooperative goals and building trust. 8 Strengthen others by sharing power and discretion Encourage the Heart 9 Recognize contributions by showing appreciation for individual excellence. 10 Celebrate the values and victories by creating a spirit of community Leadership Capacity in School Organization Today teachers need initiatives to develop, learn, practice, evaluate, and debate in order to successfully change practice necessitating supporting leadership for change (Hargreaves and Fink, 2004). Change leaders focus on the development of teachers knowledge, skill and learning within a professional community and worked on changing the content in order to create new settings conducive to learning and share (Fullan, 2000b). In a school organization, the formal role of the leader was typically the head, but successful leaders in the leadership of change realized that sustainability of improvement was found in collective learning and the development of leadership capacity within colleagues of the school (Lambert, 2005a). Sergiovanni (2005) emphasize on head responsibility on serving as a leader of change by building and cultivating the leadership capacity of others in school. It is important for successful heads to focus on building leadership capacity in a number of good leaders within the school organization who could sustain improvement. By establishing the conditions for developing the skills, knowledge, and abilities of others during the change process, the leader enriched the schools efforts for renewal and advanced the improvement process (Mai, 2004). Effective school heads during change envisioned an expanded view of leadership in order to sustain meaningful long lasting changes. The school change process support that leadership was not viewed as the individual role, but rather as an organizational concept that leads to school improvement. Leadership is found within the culture of a school organization that promoted the advancement of the capabilities of many members to lead. Lambert, (2003) described that leadership accepted collective responsibility for school improvement and leadership capacity was realized when a school staff is participate in dialogue, and reflection to achieve student performance goals. Leadership capacity support schools in moving beyond the implementation phase of change towards sustainable improvement. Teachers leadership and effective leaders plan for sustainable leadership focus on culture of initiative and opportunity within the school (Hargreaves and Fink, 2003). Leadership capacity provides others with opportunities, resources, training, and support structures for collective learning with accountability. Leadership capacity is about learning communities promoting leadership for all participants share and understood the contributions made by each member toward the school purpose (Lambert, 2005b). Theories of Leadership Leadership historically has been defined in different ways by various writers on leadership. Authors who write about leaders emphasize on personal skills and characteristics of individual in specific roles within the organization. Some others authors focus on leadership by determining functions, which performed by person in the organization. Leithwood et al (1999) and Yukl (2002) agreed that some definitions about leadership are more useful than others, but there is no complete definition. Harris (2002) and Leithwood (2001) discussed distributed leadership as an alternative to traditional leadership models. According to Owava and Bosset (1997) leadership flows through the networks of roles that comprise organizations and is based on the deployment of resources that are distributed across the network of roles, with different roles having access to different levels and types of resources. Most of the theories included their meaning in key words like â€Å"followers†, â€Å"authority†, and â€Å"decision making†. Measures of personality have been shown to correlate with ratings of leadership effectiveness. Leadership exists within a single person and a situation. Leaders are also involved in managing the culture by establishing strategic direction, communicating that direction and defining the organizational vision and values. The National College for School Leadership (NCSL, U.K) in 2003 identified eight models of leadership: Instructional, transformational, moral, participative, managerial, post-modern, interpersonal, and contingency leadership (Bush and Glover, 2003). Successful leadership is when the influence brings about the behavior and results that were intended by the leader. Effective leadership is when successful leadership results in functional behavior and the achievement of group goals. Knowledge, personal qualities or charisma of the leader and the manner in which authority is exercised are variables for leadership. Elements that made leaders successful in the twentieth century may not be the same elements needed in the future. Leadership needs to be continually studied and investigated in order to be more effective and successful. Yukl (2006) described that leadership effectiveness is differ among researchers based upon the researchers definition of leadership. Self-Evident Theoretical Approach The â€Å"Great Man Approach† is the first theory of leadership, also called â€Å"Self-Evident Theory†. Glasman and Glasman (1997) identified this theory, which assumed that leaders are born and not made and that instinct is more important than training. The criteria for selecting leadership characteristics in this model are still confusing and unclear. Trait Theory Stogdill (1948) conducted a meta-analysis of 124 empirical studies between 1904 and 1947. By using correlation statistics, he compared specified traits of successful leaders with those of unsuccessful leaders to define if those traits were prerequisites for effective leadership. He concluded that leadership could not be explained simply in terms of an individual or group; rather, it must take into account the interaction of the leaders traits with situational variables. The review failed to find evidence a person must possess a particular set of traits to become a successful leader, which is the basic assertion of the trait approach. Yukl (2006) cited further research supporting Stogdills findings by claiming the reason for the lack of evidence linking traits to leadership success was due to poor research methods. Trait theory was based on the assumption that individuals possessed certain physical characteristics, personality traits, and intellectual abilities that made them natural leaders. Behavior Theory This theoretical approach analyzes leadership behaviors and how they correlate between them. The emphasis was shifted from investigating what effective leaders are, to investigating what effective leaders do (Lunenburg and Ornstein, 2004; Yukl, 2006). By the 1950s behaviorist theory assumed that leadership behaviors exercised in one situation did not necessarily transfer to other situations. Yukl discussed that behavior research has concentrated on two categories: 1) examination of leadership activities and duties and 2) examination of effective leadership behaviors. Since 1939 three Universities were involved in research of f leadership behavior. At the University of Iowa researchers identified three styles of leadership: democratic, authoritarian, and laissez-faire connecting with leaders decision-making. Those three leadership styles are still common place in the literature and discussion among practitioners in the field of educational leadership (Razik and Swanson, 1995). Also at the University of Ohio Fleishan (1953) developed questionnaire to measure how often a leader used these behaviors sorting by categories. A questionnaire composed of 150 items was completed by samples of civilian and military individuals to describe the behavior of their leaders. The study identified two dimensions of leadership: 1) consideration and 2) the ability to initiate structure (Mouton and Blake, 1984; Stogdill and Coons, 1957). Consideration was defined as the level to which a leader exhibits expressions of trust, respect, warmth, support, and concern for the welfare of subordinates (Lunenburg and Ornstein, 2004, p.150). Initiating structures was defined as the level to which a leader concentrates on organizational performance goals, organizes / defines tasks, establishes channels of communication, develops relationships with subordinates, and evaluates work performance (Razik and Swanson, 1995, p.42). The two categories were independent of one another. No correlation was found between a leaders uses of one type of categorical behavior with that same leaders utilization of the other type of categorical behavior. The University of Michigan (Likert, 1967) attempted to identify the correlation between a leaders behavior, group process, and group performance. Leadership studies concluded that effective leaders are both task- and relationship-oriented (Razik and Swanson, 1995). Lunenburg and Ornstein (2004) have a different opinion with previews writers because they have not considered the effects of situational factors like differences in tasks completed, of the group, and differences in the environment. These issues are connected to the actions that must be performed by the leader and consequently on the appropriate leadership behavior to be used in the given situation. According to the Ohio and Michigan studies the initiating structure is similar to task-oriented behaviors, and consideration is similar to relation-oriented behaviors. Important role of teachers, counselors, and other school staff exercising leadership roles are distinctly different from the traditional leadership role of the head. The questionnaires from Ohio State University are modified and have been used by different researchers in many survey studies. According to that research evidence the results were not satisfied for most criteria of leadership effectiveness (Bass, 1990; Fisher and Edwards, 1998; Yukl, 2006). The findings were inconsistent for the relationship between consideration and subordinate performance. Research revealed subordinates are more satisfied with a leader who is at least moderately considerate. Especially between 50s and 80s a huge amount of studies about effective leadership behaviors are concluded with effective leadership connecting with school goals and concern for relationships. Situational Theory Yukl (2006) argued that situational approach covers the social characteristics of the organizations and how they influence the type of leadership exhibited. Main important for this theory is that distinguishing characteristics of the organizational members are more important to leadership than personal traits (Glasman and Glasman, 1997; Lipham, 1973; Wildavsky, 1985). Yukl explained that there are many variables like the nature of the work performed, the type of the organization, and the features of the organizations peripheral elements. Studies for situational approach have been divided into two subcategories. According to the first subcategory leadership processes are compared in various types of managerial positions, organizations, and cultures. The second type of research emphasizes on leadership effectiveness by specific various aspects of the situation that have a bearing on the leaders attributes. Those approaches concerning aspects of leadership applying to some situations, but not others, are called contingency theories. Contingency Theory Contingency approaches specify the situational elements that describe the relationship among leaders traits, behaviors, and performance criteria. Contingency approaches include four sets of concepts: traits of leaders, characteristics of the situation, behaviors of the leader, and effectiveness of the leader. Lunenburg and Ornstein (2004) described that contingency theory it depends on the interaction of the leaders personal traits, behavior, and factors in the leadership situation. Fielder (1967) argued that leaders could improve their effectiveness by modifying the situation to match their style of leadership. During his study discovered important interactions, between leadership styles and situational variables. Fielder suggested that leaders could improve their effectiveness by modifying the situation to suit their style of leadership. Four contingency approaches of leadership are reviewed: The LPC Contingency Theory, Path-Goal Contingency Theory, Situational Leadership Contingency Theory, and Leadership Substitutes Contingency Theory. LPC Contingency Theory: Fiedler (1967) generalized the LPC contingency theory to analyze leadership through examination of the situation, the organizational members, and its tasks. The LPC contingency theory describes how the situation affects the relationship between leadership effectiveness and a trait measure defined the least preferred coworker (LPC) score. LPC score is defined by asking a leader to select one past or present coworker with whom the leader could work least well, and rate this person on a scale of varying adjectives such as friendly or unfriendly and efficient or inefficient. The total of the ratings on these bipolar adjectives scales is the leaders PLC score. The score identifying if the leader behavior are more relationship or task motivated. Path-Goal Theory: House (1971) emphasized on the leaders ability to motivate subordinates to reach goals, the rewards associated with reaching goals, and the importance of the goal. House proposed that leaders need to examine the situational variables and then apply one of the four leadership styles (supporting, participative, directive, or achievement oriented), the one that was more close to the situation. Bolman and Deal (1991) and Golman et al., 2002 discover that effective leaders have a repertoire of styles and the leaders effectiveness is based on his/her ability to frame the situation so that he/she can use the style most suitable for the task in the context. House (1996) reconstructed this theory by modernizing the conceptions of subordinate motivation and abilities, and task characteristics as situational elements, and expanded the outcomes to include subordinate satisfaction and work unit effectiveness, but not leader traits. To be effective, leaders engage in behaviors that add to the subordinates environment in order to increase subordinates satisfaction and work effectiveness. House and Mitchell (1974) described another leadership behavior, participative leadership. Participative leadership seeks advice from organizational members and considers their opinions and suggestions in the decision making process. Yukl (2006) described that participative leadership involves various decision making processes allowing other members of staff, besides the leader, some influence over the decision. Participative leadership used to encourage democratic principles or to enhance effectiveness of the organization. Leithwood and Duke (1999) suggested another reason for generalizing participative leadership in schools, the site-based management (SBM) approaches. Access to SBM for decision making is given to any legitimate stakeholder in the school based on their expert knowledge, their democratic right to choose, and their critical role in implementing decisions. Murphy and Beck (1995) suggested SBM metamorphosis takes one of three forms; administrative-controlled SBM, professional-controlled SBM, and community-controlled SBM. Main important goal for administrative-controlled SBM is to pass authority to the local school administrators to make decisions on the budget, personnel, and curriculum for the best use of resources for the students benefit. Teacher-controlled SBM is generalized to make improvement in determining how money will be spent, selection of the curriculum, and choosing personnel. Educators participation in the decision making process will give them ownership in the decisions during implementation and leads to improved effectiveness (Clune and White, 1998; David, 1989). Community controlled SBM are concerning with the accountability of parents and the community. Parents and other community members have a majority of the input when deciding upon the curriculum so it will reflect their values. Leithwood and Duke (1999) stated an equal participation SBM does exist in the form of side councils that have decision-making power. Everyone works together to make the best school decisions possible. Situational Leadership Contingency Theory: According to Hershey and Blanchard (1977) the level of the workers maturity determines the task and relationship behavior for the leader. A worker of high maturity has both the ability and confidence to do a task, whereas a worker of low maturity lacks ability and self-confidence. At the other side Barrow (1977) believed maturity is a combination of many elements and the procedure used to weight and combine them was questionable. Yukl (2006) underlined Hershey and Blanchards theory made positive highlights of leaders to be adaptive and flexible in their behavior. Situational leadership theory emphasizes on leaders to be conscious of opportunities to increase the skills and confidence of workers. Leadership Substitutes Contingency Theory: The theory according to Kerr and Jermier (1978) makes a distinction between substitutes and neutralizers, which are two different kinds of situational variables. Substitutes include all the characteristics of the worker like task, or organization ensuring the worker will clearly realize their roles, know how to do the work, be highly motivated, and have work satisfaction. Examples of substitutes would be the exceptional ability of a worker, an intrinsically satisfying task, and a cohesive work group within the organization. Usually when workers have prior experience, they already have acquired t he skills and knowledge to accomplish their tasks. If workers are motivated by their work because is according to their interests, the leader may not need to motivate them. Neutralizers are any characteristics of the organization that block a leader from acting in a specific way or that cancel the results of the leaders actions. Example is the lack of interest of workers toward rewards. In many situations there so many neutralizers that it is difficult for a leader to succeed. There are two ways to make the situation more favorable for the leader either remove the neutralizers or make the leadership less important by increasing substitutes. According to Podsakoff, MacKenzie, Ahearne, and Bommer (1995) there is a low level of relationship between the leader and other members motivation of the organization affected by situation variables. Researches concerning substitute leadership theory based on some aspects of the theory, but other aspects have not been supported (Howel Dorfman, 1986; Pitner, 1986; Podsakoff, Niehoff, MacKenzie, Williams, 1993; Yukl, 2006). Yukl (2006) discussed that the main contribution of substitutes theory is to offer a different perspective on leadership by focus on leadership processes in groups and organizations. Main limitation of contingency theories is the lack of consideration of leadership processes that transform the way followers view themselves and their work. School Effectiveness Research School effectiveness and the related area of school improvement have been topics for an increasing body of academic research since the 1960s. School effectiveness research had its origins in the mid-1960s and early 1970s when a prevalent view in the research community, especially with regard to equality of opportunity, was that schools had little influence on childrens achievement that was independent of background and social context. In the late 1970s in the United States, Edmonds and, in the United Kingdom, Rutter responded by embarking on what was to emerge as the first phase of school effectiveness research. The two studies run independently by Edmonds and Rutter set out to investigate whether schools in their national contexts showed any effects when account was taken of the differences in their student populations. Their findings, arrived at independently, were similar: schools do make a small but highly significant difference to the life chances of their students. School effec tiveness research studies undertaken during the 1980s focused on improving the methodology and replicating the resea Theories of Leadership in Schools Theories of Leadership in Schools CHAPTER TWO LITERATURE REVIEW Introduction Schools organizations are involved into reform, change, and improvement efforts and process stemming from a desire for renewal, gaps in performance results, advancements in knowledge, mandates, and other societal deficits where responsibility has been delegated to schools (Evans, 1996). According to Fullan (2000) and Mai (2004) the problem for school organizations seeking to effectively improve or change centers on what behaviors, strategies, or structures contribute positively to organizational learning and renewal in a way the produces the capacity for sustainability in order to make a positive difference for students. Foster (2001) discussed that while the majority of past theories on school leadership have focused upon the capabilities of one individual, this accepted belief of a solitary leader is now being challenged as traditional models of leadership and organizational change are being analyzed. Thus, instead of viewing leadership as a role for one person, leadership is now being redefined as a practice shared among many individuals (Harris, 2003). Distributed leadership involved with creating joint responsibility for leadership activities. Interesting is the focus on shared learning and developing leadership capabilities. Shared leadership is used as synonym for democratic leadership, and collaborative leadership. Practitioners use it to create effective school leadership, or improving schools, or to study leadership. Building leadership capacity means broad-based, skillful involvement in the work of leadership. There is a need of significant number of skillful teacher leaders who understood the shared vision in the school, and are able to carry it out. Also the work involves reflection, inquiry, conversations and focused action professional behaviors that are an integral part of daily work. Understandings and skillfulness involve more than the knowledge of an innovation. The skillfulness focused is those skills of leadership that allow other teachers to capture the imagination of their colleagues, enable them to negotiate real changes in schools and negotiate any conflicts that arise in organization (Harris and Lamber, 2003). In order to build leadership capacity for school improvement the U.K. Open University suggested the following main characteristics: Surface, clarity and define values, beliefs, assumptions, perceptions and experiences ; inquire into practice; construct meaning and knowledge ; frame action and develop implementation plans. The Cyprus Educational System is open to a wide range of influences, which create the need for change and improvement. The strategy of the Ministry of Education in Cyprus is to proceed with the Educational Reform Program in order to fully achieve the goal of an all inclusive, democratic and human school, which embraces all students equally and provides education to each and every pupil according to his/her needs. Educational Reform was launched in January 2005, following a report by a Committee of seven academics which identified the weaknesses of Cyprus Educational System and the areas in need of reform. UNESCOs Report at the end of 90s come to the summarized conclusion that â€Å"The administrative system of governing and monitoring of the Ministry of Education and Culture remains strictly centralized, bureaucratic and inflexible.† The main goal is to restructuring of Ministry of Education and Culture by modernize the organizational structure for all the departments. School Reform, Change and Improvement A lot of efforts about improving education have become national and international in scope, beginning in 1983 in USA with â€Å"A Nation at Risk† and recently â€Å"No Child Left Behind† federal legislation, (2001). Elmore (2002) explains that is not enough to focus solely on these new reform standards requirements. Continuing school improvement for all students achievement will need to develop and sustain a school climate where everyone is committed to learning and everyone is accountable for pupil achievement. Sheppard (2003) proposed that school leadership is critical for improving pupil achievement. Leithwood and Riehl (2003) according to their research findings concluded that leadership has a significant effect on student learning, curriculum and teacher instruction. Some researchers like Hallinger and Heck(1998) suggest that school survival today is depending of the effective leadership that can guide schools through the challenges of improving student achievement . Fullan (2001), Lunenburg and Ornstein (2004) support that effective leadership at all levels of the educational system is critical. Also organizations cannot flourish on the actions of the top leaders alone. They suggested that schools need many leaders at many levels. Neuman and Simmons (2000) discussed that leadership is the job of the whole educational community, and learning becomes the focus and primary value for every member. Whilst the quality of teaching strongly influences levels of pupil motivation and achievement, it has been consistently argued that the quality of leadership matters in defining the motivation of teachers and the quality of teaching in the classroom (Fullan, 2001; Sergiovanni, 2001) Recent studies of effective leadership have described that authority to lead can be dispersed within the school in between and among people (MacBeath, 1998; Day, Harris and Hadfield, 200; Harris, 2002). Leadership is actually separated from person, role and status and is primarily concerned with the relationships and the connections among individuals within a school. Distributed, shared or teacher leadership is well developed and grounded in research evidence. Distributed Leadership implies a redistribution of power and re-alignment of authority within the school. Main goal is the creation of the conditions in which people work together and learn together. By giving authority to teachers and empowering them to lead leadership is emergent rather than as a fixed phenomenon. Literature review about Leadership consists of a number of leadership theories, styles and approaches. The most of these theories on school leadership have focused on individual capabilities. Recently this believes are challenged because of organizational changes and reform in our educational system. Leadership is now being re-defined as a practice distributed among many individuals (Harris, 2003). I believe that today the concept of distributed leadership is receiving much attention and growing empirical support (Spillane, 2006). The focus is oriented not upon the characteristics of the leader but upon creating the climate for shared learning and developing leadership capabilities. Spillane and Diamond (2007) discussed that distributed leadership is used as a synonym for democratic leadership, shared leadership, and collaborative leadership. In many cases distributed leadership is used to create effective school leadership, others use it for improving schools, and some for leadership research. In order to contribute to the necessary transformation of our schools, school improvement demands learning that is encourages lifelong personal and social experience. The teacher needs to feel that not only can she/he believe in school improvement, but that she/he is making her/him own contribution, and is involved in the improvement process. Improvement is something no-one would want to avoid, like good food. We argue that school improvement must be related to the re-examination of the purposes of schools in the future. The globalization of economic activity has transcended national boundaries and has created unprecedented social relations mediated through global economic practices. School improvement strategies need to move away from organizational issues and take more account of the voices of those most involved the young people themselves as well as their teachers. Today in many countries like USA schools and states emphasize on school reform and improvement by consider those factors that influence the implementation and sustainability of improvement efforts (Sergiovanni, 2006; Hall and Hord, 2006). According to the writers school improvement initiatives demand resources like additional personnel, time, money, staff development, instruments and space. For example Sergiovanni (2006) suggested that schools must institutionalize the allotment of resources to provide for the longevity of the school improvement initiative. Another main resource element necessary for school system is the school culture. School culture influences the degree to which an improvement initiative is successfully implemented (Jazzar Algozzine, 2006). Leadership Practices of Effective Head Fullan (2003) examined that principals are often the key to school improvement efforts and also he identified barriers to improvement often noted by school heads. It is important when school improvement and reform initiative is implemented from the state level, building managers must be able to encourage and motivate their staff to successfully implement the initiative. (Leithwood, Louis, Anderson, and Wahlstron, 2004). School head is a key element for school improvement efforts regardless of system imposed barriers such as not clearly identifying the heads responsibilities and lack of leadership training provided for school principals. Most important step for improvement implementation in schools is the creations of supporting culture environment for change. Heads need to establish such cultures in the following situations: In developing of policies and procedures which facilitate the improvement process. By establishment of patterns so that individuals can work together as they strive for improvement. By focusing on collaborative relationships with numbers of staff and other administrators. By teacher development and learning activities focused on the improvement initiative. By assessment of the procedures in order to evaluate and monitor improvement sequences of actions. By discussing any success according the improvement implementation. By motivate staff members for their success as they engage in improvement. The literature on effective leadership emphasize on those essential characteristics for leading school improvement. Especially Kouzes and Posner (2002a) have conducted research on the practices and skill of effective leaders by identified five practices and ten corresponding commitments that all leaders demonstrate. Kouzes and Posner (2000) practices are presented by Balcerek (1999, p.4) in a table of leadership model. Ten Commitments of Leadership Practices Commitments Model the Way 1 Find your voice by clarifying your personal values 2 Set the example by aligning actions with shared values Inspire a Shared Vision 3 Envision the future by imagining exciting and ennobling possibilities 4 Enlist others in a common vision by appealing to shared aspirations Challenge the Process 5 Search for opportunities by seeking innovative ways to change, grow, and improve. 6 Experiment and take risks by constantly generating small wins and learning from mistakes. Enable Others to Act 7 Foster collaboration by promoting cooperative goals and building trust. 8 Strengthen others by sharing power and discretion Encourage the Heart 9 Recognize contributions by showing appreciation for individual excellence. 10 Celebrate the values and victories by creating a spirit of community Leadership Capacity in School Organization Today teachers need initiatives to develop, learn, practice, evaluate, and debate in order to successfully change practice necessitating supporting leadership for change (Hargreaves and Fink, 2004). Change leaders focus on the development of teachers knowledge, skill and learning within a professional community and worked on changing the content in order to create new settings conducive to learning and share (Fullan, 2000b). In a school organization, the formal role of the leader was typically the head, but successful leaders in the leadership of change realized that sustainability of improvement was found in collective learning and the development of leadership capacity within colleagues of the school (Lambert, 2005a). Sergiovanni (2005) emphasize on head responsibility on serving as a leader of change by building and cultivating the leadership capacity of others in school. It is important for successful heads to focus on building leadership capacity in a number of good leaders within the school organization who could sustain improvement. By establishing the conditions for developing the skills, knowledge, and abilities of others during the change process, the leader enriched the schools efforts for renewal and advanced the improvement process (Mai, 2004). Effective school heads during change envisioned an expanded view of leadership in order to sustain meaningful long lasting changes. The school change process support that leadership was not viewed as the individual role, but rather as an organizational concept that leads to school improvement. Leadership is found within the culture of a school organization that promoted the advancement of the capabilities of many members to lead. Lambert, (2003) described that leadership accepted collective responsibility for school improvement and leadership capacity was realized when a school staff is participate in dialogue, and reflection to achieve student performance goals. Leadership capacity support schools in moving beyond the implementation phase of change towards sustainable improvement. Teachers leadership and effective leaders plan for sustainable leadership focus on culture of initiative and opportunity within the school (Hargreaves and Fink, 2003). Leadership capacity provides others with opportunities, resources, training, and support structures for collective learning with accountability. Leadership capacity is about learning communities promoting leadership for all participants share and understood the contributions made by each member toward the school purpose (Lambert, 2005b). Theories of Leadership Leadership historically has been defined in different ways by various writers on leadership. Authors who write about leaders emphasize on personal skills and characteristics of individual in specific roles within the organization. Some others authors focus on leadership by determining functions, which performed by person in the organization. Leithwood et al (1999) and Yukl (2002) agreed that some definitions about leadership are more useful than others, but there is no complete definition. Harris (2002) and Leithwood (2001) discussed distributed leadership as an alternative to traditional leadership models. According to Owava and Bosset (1997) leadership flows through the networks of roles that comprise organizations and is based on the deployment of resources that are distributed across the network of roles, with different roles having access to different levels and types of resources. Most of the theories included their meaning in key words like â€Å"followers†, â€Å"authority†, and â€Å"decision making†. Measures of personality have been shown to correlate with ratings of leadership effectiveness. Leadership exists within a single person and a situation. Leaders are also involved in managing the culture by establishing strategic direction, communicating that direction and defining the organizational vision and values. The National College for School Leadership (NCSL, U.K) in 2003 identified eight models of leadership: Instructional, transformational, moral, participative, managerial, post-modern, interpersonal, and contingency leadership (Bush and Glover, 2003). Successful leadership is when the influence brings about the behavior and results that were intended by the leader. Effective leadership is when successful leadership results in functional behavior and the achievement of group goals. Knowledge, personal qualities or charisma of the leader and the manner in which authority is exercised are variables for leadership. Elements that made leaders successful in the twentieth century may not be the same elements needed in the future. Leadership needs to be continually studied and investigated in order to be more effective and successful. Yukl (2006) described that leadership effectiveness is differ among researchers based upon the researchers definition of leadership. Self-Evident Theoretical Approach The â€Å"Great Man Approach† is the first theory of leadership, also called â€Å"Self-Evident Theory†. Glasman and Glasman (1997) identified this theory, which assumed that leaders are born and not made and that instinct is more important than training. The criteria for selecting leadership characteristics in this model are still confusing and unclear. Trait Theory Stogdill (1948) conducted a meta-analysis of 124 empirical studies between 1904 and 1947. By using correlation statistics, he compared specified traits of successful leaders with those of unsuccessful leaders to define if those traits were prerequisites for effective leadership. He concluded that leadership could not be explained simply in terms of an individual or group; rather, it must take into account the interaction of the leaders traits with situational variables. The review failed to find evidence a person must possess a particular set of traits to become a successful leader, which is the basic assertion of the trait approach. Yukl (2006) cited further research supporting Stogdills findings by claiming the reason for the lack of evidence linking traits to leadership success was due to poor research methods. Trait theory was based on the assumption that individuals possessed certain physical characteristics, personality traits, and intellectual abilities that made them natural leaders. Behavior Theory This theoretical approach analyzes leadership behaviors and how they correlate between them. The emphasis was shifted from investigating what effective leaders are, to investigating what effective leaders do (Lunenburg and Ornstein, 2004; Yukl, 2006). By the 1950s behaviorist theory assumed that leadership behaviors exercised in one situation did not necessarily transfer to other situations. Yukl discussed that behavior research has concentrated on two categories: 1) examination of leadership activities and duties and 2) examination of effective leadership behaviors. Since 1939 three Universities were involved in research of f leadership behavior. At the University of Iowa researchers identified three styles of leadership: democratic, authoritarian, and laissez-faire connecting with leaders decision-making. Those three leadership styles are still common place in the literature and discussion among practitioners in the field of educational leadership (Razik and Swanson, 1995). Also at the University of Ohio Fleishan (1953) developed questionnaire to measure how often a leader used these behaviors sorting by categories. A questionnaire composed of 150 items was completed by samples of civilian and military individuals to describe the behavior of their leaders. The study identified two dimensions of leadership: 1) consideration and 2) the ability to initiate structure (Mouton and Blake, 1984; Stogdill and Coons, 1957). Consideration was defined as the level to which a leader exhibits expressions of trust, respect, warmth, support, and concern for the welfare of subordinates (Lunenburg and Ornstein, 2004, p.150). Initiating structures was defined as the level to which a leader concentrates on organizational performance goals, organizes / defines tasks, establishes channels of communication, develops relationships with subordinates, and evaluates work performance (Razik and Swanson, 1995, p.42). The two categories were independent of one another. No correlation was found between a leaders uses of one type of categorical behavior with that same leaders utilization of the other type of categorical behavior. The University of Michigan (Likert, 1967) attempted to identify the correlation between a leaders behavior, group process, and group performance. Leadership studies concluded that effective leaders are both task- and relationship-oriented (Razik and Swanson, 1995). Lunenburg and Ornstein (2004) have a different opinion with previews writers because they have not considered the effects of situational factors like differences in tasks completed, of the group, and differences in the environment. These issues are connected to the actions that must be performed by the leader and consequently on the appropriate leadership behavior to be used in the given situation. According to the Ohio and Michigan studies the initiating structure is similar to task-oriented behaviors, and consideration is similar to relation-oriented behaviors. Important role of teachers, counselors, and other school staff exercising leadership roles are distinctly different from the traditional leadership role of the head. The questionnaires from Ohio State University are modified and have been used by different researchers in many survey studies. According to that research evidence the results were not satisfied for most criteria of leadership effectiveness (Bass, 1990; Fisher and Edwards, 1998; Yukl, 2006). The findings were inconsistent for the relationship between consideration and subordinate performance. Research revealed subordinates are more satisfied with a leader who is at least moderately considerate. Especially between 50s and 80s a huge amount of studies about effective leadership behaviors are concluded with effective leadership connecting with school goals and concern for relationships. Situational Theory Yukl (2006) argued that situational approach covers the social characteristics of the organizations and how they influence the type of leadership exhibited. Main important for this theory is that distinguishing characteristics of the organizational members are more important to leadership than personal traits (Glasman and Glasman, 1997; Lipham, 1973; Wildavsky, 1985). Yukl explained that there are many variables like the nature of the work performed, the type of the organization, and the features of the organizations peripheral elements. Studies for situational approach have been divided into two subcategories. According to the first subcategory leadership processes are compared in various types of managerial positions, organizations, and cultures. The second type of research emphasizes on leadership effectiveness by specific various aspects of the situation that have a bearing on the leaders attributes. Those approaches concerning aspects of leadership applying to some situations, but not others, are called contingency theories. Contingency Theory Contingency approaches specify the situational elements that describe the relationship among leaders traits, behaviors, and performance criteria. Contingency approaches include four sets of concepts: traits of leaders, characteristics of the situation, behaviors of the leader, and effectiveness of the leader. Lunenburg and Ornstein (2004) described that contingency theory it depends on the interaction of the leaders personal traits, behavior, and factors in the leadership situation. Fielder (1967) argued that leaders could improve their effectiveness by modifying the situation to match their style of leadership. During his study discovered important interactions, between leadership styles and situational variables. Fielder suggested that leaders could improve their effectiveness by modifying the situation to suit their style of leadership. Four contingency approaches of leadership are reviewed: The LPC Contingency Theory, Path-Goal Contingency Theory, Situational Leadership Contingency Theory, and Leadership Substitutes Contingency Theory. LPC Contingency Theory: Fiedler (1967) generalized the LPC contingency theory to analyze leadership through examination of the situation, the organizational members, and its tasks. The LPC contingency theory describes how the situation affects the relationship between leadership effectiveness and a trait measure defined the least preferred coworker (LPC) score. LPC score is defined by asking a leader to select one past or present coworker with whom the leader could work least well, and rate this person on a scale of varying adjectives such as friendly or unfriendly and efficient or inefficient. The total of the ratings on these bipolar adjectives scales is the leaders PLC score. The score identifying if the leader behavior are more relationship or task motivated. Path-Goal Theory: House (1971) emphasized on the leaders ability to motivate subordinates to reach goals, the rewards associated with reaching goals, and the importance of the goal. House proposed that leaders need to examine the situational variables and then apply one of the four leadership styles (supporting, participative, directive, or achievement oriented), the one that was more close to the situation. Bolman and Deal (1991) and Golman et al., 2002 discover that effective leaders have a repertoire of styles and the leaders effectiveness is based on his/her ability to frame the situation so that he/she can use the style most suitable for the task in the context. House (1996) reconstructed this theory by modernizing the conceptions of subordinate motivation and abilities, and task characteristics as situational elements, and expanded the outcomes to include subordinate satisfaction and work unit effectiveness, but not leader traits. To be effective, leaders engage in behaviors that add to the subordinates environment in order to increase subordinates satisfaction and work effectiveness. House and Mitchell (1974) described another leadership behavior, participative leadership. Participative leadership seeks advice from organizational members and considers their opinions and suggestions in the decision making process. Yukl (2006) described that participative leadership involves various decision making processes allowing other members of staff, besides the leader, some influence over the decision. Participative leadership used to encourage democratic principles or to enhance effectiveness of the organization. Leithwood and Duke (1999) suggested another reason for generalizing participative leadership in schools, the site-based management (SBM) approaches. Access to SBM for decision making is given to any legitimate stakeholder in the school based on their expert knowledge, their democratic right to choose, and their critical role in implementing decisions. Murphy and Beck (1995) suggested SBM metamorphosis takes one of three forms; administrative-controlled SBM, professional-controlled SBM, and community-controlled SBM. Main important goal for administrative-controlled SBM is to pass authority to the local school administrators to make decisions on the budget, personnel, and curriculum for the best use of resources for the students benefit. Teacher-controlled SBM is generalized to make improvement in determining how money will be spent, selection of the curriculum, and choosing personnel. Educators participation in the decision making process will give them ownership in the decisions during implementation and leads to improved effectiveness (Clune and White, 1998; David, 1989). Community controlled SBM are concerning with the accountability of parents and the community. Parents and other community members have a majority of the input when deciding upon the curriculum so it will reflect their values. Leithwood and Duke (1999) stated an equal participation SBM does exist in the form of side councils that have decision-making power. Everyone works together to make the best school decisions possible. Situational Leadership Contingency Theory: According to Hershey and Blanchard (1977) the level of the workers maturity determines the task and relationship behavior for the leader. A worker of high maturity has both the ability and confidence to do a task, whereas a worker of low maturity lacks ability and self-confidence. At the other side Barrow (1977) believed maturity is a combination of many elements and the procedure used to weight and combine them was questionable. Yukl (2006) underlined Hershey and Blanchards theory made positive highlights of leaders to be adaptive and flexible in their behavior. Situational leadership theory emphasizes on leaders to be conscious of opportunities to increase the skills and confidence of workers. Leadership Substitutes Contingency Theory: The theory according to Kerr and Jermier (1978) makes a distinction between substitutes and neutralizers, which are two different kinds of situational variables. Substitutes include all the characteristics of the worker like task, or organization ensuring the worker will clearly realize their roles, know how to do the work, be highly motivated, and have work satisfaction. Examples of substitutes would be the exceptional ability of a worker, an intrinsically satisfying task, and a cohesive work group within the organization. Usually when workers have prior experience, they already have acquired t he skills and knowledge to accomplish their tasks. If workers are motivated by their work because is according to their interests, the leader may not need to motivate them. Neutralizers are any characteristics of the organization that block a leader from acting in a specific way or that cancel the results of the leaders actions. Example is the lack of interest of workers toward rewards. In many situations there so many neutralizers that it is difficult for a leader to succeed. There are two ways to make the situation more favorable for the leader either remove the neutralizers or make the leadership less important by increasing substitutes. According to Podsakoff, MacKenzie, Ahearne, and Bommer (1995) there is a low level of relationship between the leader and other members motivation of the organization affected by situation variables. Researches concerning substitute leadership theory based on some aspects of the theory, but other aspects have not been supported (Howel Dorfman, 1986; Pitner, 1986; Podsakoff, Niehoff, MacKenzie, Williams, 1993; Yukl, 2006). Yukl (2006) discussed that the main contribution of substitutes theory is to offer a different perspective on leadership by focus on leadership processes in groups and organizations. Main limitation of contingency theories is the lack of consideration of leadership processes that transform the way followers view themselves and their work. School Effectiveness Research School effectiveness and the related area of school improvement have been topics for an increasing body of academic research since the 1960s. School effectiveness research had its origins in the mid-1960s and early 1970s when a prevalent view in the research community, especially with regard to equality of opportunity, was that schools had little influence on childrens achievement that was independent of background and social context. In the late 1970s in the United States, Edmonds and, in the United Kingdom, Rutter responded by embarking on what was to emerge as the first phase of school effectiveness research. The two studies run independently by Edmonds and Rutter set out to investigate whether schools in their national contexts showed any effects when account was taken of the differences in their student populations. Their findings, arrived at independently, were similar: schools do make a small but highly significant difference to the life chances of their students. School effec tiveness research studies undertaken during the 1980s focused on improving the methodology and replicating the resea