A study of social and political acumen in dynamic educational  (Page 4/15)

The success and failure of leaders can directly relate to problems with communication skills (Spady&Schwahn, 2001). These skills, however, include more than verbal and written communication. Body language, eye contact, interpretation of body posture and even clothing can make a difference to the delivery and interpretation of communication (Dyer&Carothers, 2000).

Dynamic leaders need to be able to communicate that they are operating with a shared vision and values (Aristotle 322 BC/1986; Leithwood&Montgomery, 1986). It is not enough to have a shared vision; the leader must also be able to articulate this shared vision. By communicating a sense of shared vision and values, the leader is able to create a sense of shared ownership. This common base strengthens relationships and contributes to a positive culture that is productive and this will support dynamic leadership.

In particular, the leader’s communication of values and vision needs to be transparent, authentic, and consistent with decisions and action (Evans, 2000; Leithwood, 2002).

Successful leadership involves establishing a sense of shared values. It is important, therefore, that leaders are able to communicate the value base from which they operate and understand the value base of others (Lambert, 2003). The dynamic leader is able to take this shared value base and use it as a means to bring about change and contribute positively to society.

Role of Political Acumen

Much educational leadership supports the need for dynamic leaders to know how to use the structure within which they operated (Bolman&Deal, 2002; Deal&Peterson, 1999; Fullan, 2000, 2006). In this study I refer to this knowledge and skill as political acumen.

Aristotle (322 BC/1986) defined politics as the interactions of a group of human beings who strive to attain certain standards. Because educational leaders need to interrelate with many different people at many different levels, their work by necessity involves politics. In fact, there is a distinctive political element of educational leaders’roles because they are working with individuals and groups within local and global spheres that involve organizational structures (Bolman&Deal, 2002). By knowing the role of this organizational structure, dynamic educational leaders can understand and use the power of relationships to influence, persuade, and impact action.

Due to the fact that educational leaders are an integral part of the social organization, they are therefore an integral part of the political process (Manzer, 1994). The dynamic leader, who strives to attain progress through high standards, needs to understand and embrace this political dimension of leadership.

Making Connections

Ignoring the political aspects of leadership is unproductive and damages the potential of the leader’s role. Consequently, it is important that educational leaders understand such factors and possess the knowledge and ability to work effectively within these political parameters. The political acumen to build a network at micro and macro levels will support dynamic leaders in effectively fulfilling their roles. Educational leaders must therefore understand the iterative and interactive role that they must play in their connections with the elements that make up the organizational structures at local and global levels. In particular, these connections depend on productive relationships.