A study of social and political acumen in dynamic educational  (Page 3/15)

Diverse influences have impacted the profile of the dynamic educational leader and resulted in the leader needing to be more than an instructional leader of a community of learners (Dufour, 2002). These influences include new understandings about teaching and learning, as well as societal and political elements. Educational leaders need to stay informed about the political structure and expectations of education (Roher&Wormwell, 2000). If educational leaders are to function in a dynamic manner, they need to be able to meet the needs of their culture and, at the same time, work within the organizational structure at all levels (McBride&Shields, 1997).

All of this has implications for leadership development programs. It is important that such programs recognize the complex elements involved in dynamic educational leadership. Plans for leadership development, therefore, need to include the diverse elements that influence and compose the profile of the educational leader. Extending and evolving leaders’knowledge about pedagogy must be an essential part of leadership development. In addition, leadership development needs to increase leaders’understanding of societal influences and the impact they have on how leaders fulfill their roles and responsibilities.

Educational leaders need to understand the heightened political reality in which they function. Concerns regarding education are often the center of attention for the media and politicians and they are a focus of government planning and budgeting. This attention to education has meant that education and the educational leader are forefront in the public eye. Consequently, educational leaders need to understand the political context if they are to function effectively (Kneebone&McKenzie, 1996).

Indeed, the political context of education is unavoidable. Government, at a local and more global level, envisions education as a platform to achieve its goals. This results in education being shaped and influenced by social and political factors. Leaders, therefore, need to have the skills and knowledge to understand the societal and political influences on the structure within which they work. They need to be confident about their ability to meet the needs of the individual student and at the same time meet the social and political expectations of their educational structures. Indeed, a school leader lives in a fishbowl (Figure 1).

Figure 1. Fishbowl Existence of the Educational Leader

Role of Social Acumen

An important element of the dynamic leader’s ability to build productive relationships is the possession of social acumen that supports effective communication and relationships. Indeed, there is a close connection between effective communication skills and productive relationships (Gladwell, 2002; Villiani, 2006). It is essential, therefore, that leaders develop skillful communication if they are to be dynamic leaders. These skills require the leader to understand the significance of making connections (Wheatley, 2000). It is also essential that the leader understand how to support a strong culture (Deal&Peterson, 1999; Hesselbein, 2002), facilitate effective team dynamic (Lambert, 1998), and build a shared vision (Sergiovanni, 2000). In addition, the dynamic leader needs to hone the conflict-management skills that ensure functioning relationships (Fisher&Ury, 1991; Stone, Patton,&Heen, 1999). Particularly, the effective use of one-on-one communications, dialogue, group interaction, and the written word is essential for the dynamic educational leader.