A study of social and political acumen in dynamic educational

Purpose of Study

This paper studies the need for leadership development programs to integrate elements of social and political acumen. In the course of the study, the role of mentorship was identified as an essential element of any leadership program.

Definition of dynamic educational leadership

As defined in this study, the essence of dynamic leadership is to support and facilitate positive initiatives and change. It is the dynamic leader who creates an environment for change that enables and supports progress and evolution. Because the leader’s role is one that encompasses human relationships and exists within an organizational structure, this study has identified social and political acumen as important elements that support the essence of dynamic leadership.

Review of the Literature

Review of the literature on educational leadership supports this definition of dynamic leadership and the need for the leader to understand and integrate social and political acumen in order to achieve dynamic leadership.

Today, the dynamic educational leader is responsible for more than meeting expected standards. As a dynamic leader, the principal is accountable for ensuring that effective teaching and learning occur in a learning community (Robertson&Webber, 2002; Shellard, 2003). To ensure that this happens, the dynamic educational leader must possess the skills and knowledge that support the evolution and growth of this learning community (Czaja, Livingston Prouty&Lowe, 1998; Mitchell&Sackney, 2001). For educational leaders to be dynamic, therefore, they need to be able to support and implement change that enhances effective teaching and learning and has ongoing benefit for the student (Lieberman&Miller, 1999).