Introduction
For an institution to succeed, collaboration and healthy relationships among all stakeholders are crucial. The management team's willingness to communicate with other stakeholders is key in establishing these relationships.
In the article titled "Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration" by Scribner, Sawyer, Watson, and Myers (2007), the authors explore the concept of dispersed or disseminated leadership and its connection to tutor teams in public secondary schools. Their qualitative study investigates how governance can transform into a distributed concept. This critique aims to examine the problems and issues in leadership and communication discussed by the authors and their impact on various stakeholders.
Problems and Issues in Leadership and Communication
The article identifies several issues regarding leadership and communication. The first issue pertains to the role of distributed leadership in educational institutions.
The idea of distributed lead
...ership is valuable for management to comprehend how leadership roles are present among individuals in intricate organizations. Scribner et al. (2007) assert that distributed leadership, a novel concept in management, is impacting the administration of schools. To achieve success, educational institutions must prioritize the improvement of distributed leadership. Managing schools is a complex task that necessitates collaboration among all stakeholders within the education sector. The authors delve into distributed leadership and its ability to amalgamate ideas from stakeholders as well as other sources.
The article emphasizes the importance of effective interaction within organizations. Lack of interaction between leaders and workers can hinder communication and impede the achievement of educational goals. Additionally, conflicts between employees and management have the potential to negatively impact overall organizational performance. Scribner et al. (2007) note that leadership resolutions are not made by a single individual.
Collaborative
dialogues are emphasized as a crucial element of good leadership, as they result in well-informed decisions made through interactive discourses. Scribner et al. highlight problem-solving as another important aspect discussed in the article.
(2007) The article discusses the prevalence of problems in educational institutions when stakeholders cannot agree on certain issues and emphasizes the importance of resolving them amicably by involving all conflicting parties. It highlights the effectiveness of teacher teams in problem-solving processes by bringing together all stakeholders and encouraging them to find a neutral ground for resolution. However, the authors acknowledge that teacher teams may not be effective in cases where there is no clear solution.
However, teacher teams have the ability to address various issues within the institution.
Beneficiaries
These issues can benefit multiple stakeholders, including students, parents, education institution leaders, and employees. When there is shared leadership within the institution, the management team can effectively communicate with other stakeholders. Consequently, leaders can carry out their responsibilities and implement necessary changes in the organization.
The management of conflicts within an institution is impacted by distributed leadership, collaboration, and effective communication. Likewise, parents can enhance their children's education through collaboration and good communication with teachers. For instance, when parents of students with disabilities communicate with teachers to develop a program that prioritizes their children's comfort. Moreover, strong leadership and communication benefit both academic and non-academic staff members. This enables employees to engage with management and establish protocols that enhance efficiency in their work within the institution.
Furthermore, the policy affects two main stakeholders: students and employees. Both groups gain from a feeling of inclusion within the organization, which acts as a strong
motivator. It is important to note that the mentioned matters mainly result in benefits for students. Through efficient leadership, all stakeholders work together to accomplish the institution's mission and objectives, ultimately meeting student expectations successfully.
In summary, good leadership, collaboration, and communication greatly benefit students. Conversely, when leadership is poor, it hinders the motivation of education stakeholders to fulfill the school's mission and goals. As a result, students lose resources and time while trying to access services that an institution with bad leadership, lack of collaboration, and ineffective communication strategies cannot provide. Scribner et al. support this idea.
(2007), bad leadership has the potential to impact all stakeholders in an organization, thereby affecting the goals of the education institution. This directly affects the students. Employees, especially those who are resistant to changing their teaching and leadership culture, are also negatively affected by this policy. The implementation of the new policy can lead to conflicts between academic staff and leadership, which ultimately impacts the education processes within the institution.
The Practical Value of the Article
The article offers valuable insights for leaders currently serving in education institutions. One important concept highlighted in this article is the significance of distributive leadership and teacher teams in the education sector.
Scribner et al. (2007) states that the management of education institutions is increasingly adopting distributive leadership as a key strategy. This article aims to share knowledge about distributive leadership with school managers and prepare future education institution leaders. It emphasizes the importance of enhancing distributive leadership skills in students' future organizations. Additionally, the article provides insights into problem-solving skills that leaders can utilize to address issues within their institutions.
Overall, this article is highly valuable
as it provides education for current leaders and aspiring leaders in educational institutions.
Skills, Competencies, And Techniques I Can Implement in My Professional Repertoire
From this article, I have acquired three noteworthy skills that I plan to incorporate into my professional life. The initial skill involves effectively managing the organization through distributive leadership. According to Scribner et al. (2007), leaders must be willing to collaborate and share their responsibilities with other stakeholders in order to establish effective policies. Therefore, I have come to realize that implementing distributive leadership can enhance my ability to work effectively with others.
The article has taught me two valuable skills. Firstly, the importance of communication in promoting harmony within an organization. I plan on improving communication with my colleagues to foster unity and work towards shared goals. Secondly, the article taught me the skill of problem-solving.
I learned the importance of resolving issues peacefully and involving conflicting parties in the problem-solving process.
Conclusion
The article emphasizes key factors to consider in managing educational institutions. These factors include leadership and communication, stakeholder interaction, and problem-solving. Parents, students, employees, and leaders are the main beneficiaries of these practices.
The education process involves various stakeholders who are impacted by the discussed issues. Educators and students are particularly affected by these policies. This article helps managers understand the significance of distributive leadership and prepares future education leaders. Overall, I learned about effective communication, resolving organizational conflicts peacefully, and the role of distributive leadership in educational institutions from this article.
References
- Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2007). Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration. Educational Administration Quarterly, 43(1), 67-100. doi:10.1177/0013161x06293631
