Relationship Between Transformational And Transactional Leadership Skills Education Essay

Relationship Between Transformational And Transactional Leadership Skills Education Essay This paper will evaluate the relationship between transformational and transactional leadership skills in principals of kindergarten through eight grade schools. Seven various sources containing journals and studies have been critiqued and delineated. The discovery from these articles is that principals with transactional and transformational qualities lead effectively. The ultimate goal of a principal is to create a safe learning environment where students are able to learn to their highest potential. The focus of this paper is to explore grade schools ranging from kindergarten through eight grades and to provide the reader with ample qualities of an effective transformational and transactional leader. Problem Statement Recent studies suggest that kindergarten through eighth grade students in the United States are struggling to meet standards and are falling behind (Lucas Valentine, 2002). Educators and principals must be held accountable. Transformational and transactional leaders obtain skills that will promote student success and teacher accountability. Leaders that guide educators, peers, parents, and students within the transactional and transformational approach will result in a positive school environment and students will work to their highest potential. Purpose Statement The purpose of this research is to provide principals, or leaders with effective tools for guiding, creating, and leading efficient and successful schools. Principals need to have a clear, concise grasp on leading effectively. This dissertation will provide them with accurate studies that support transactional and transformational leadership. Research Questions and Objectives Transformational and transactional leadership defined Implementing transformational and transactional leadership skills for principals Educators effectively teaching under the guidance of a transformational and transactional leader Promoting student success and achievement for principals of kindergarten through eighth grade schools Body Transformational and Transactional Leadership Skills Defined Charisma, inspiration, and effectively communicating with subordinates are three qualities of transactional and transformational leaders (Anderson, 2008). Principals that obtain these characteristics will create a respectful rapport with educators, parents, and students (Hood, Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Transformational leaders inspire and create positive working environments (Bono Judge, 1004). Transactional and transformational leaders encourage team work and cooperative learning strategies. Educators that are led under the transformational and transactional approach will be able to share ideas with other members of the school community. Educators will be advised to observe other classroom settings and learn form other teachers (Chin, 2007). Principals that lead in this approach will create a positive working and learning environment. Students will be able to learn effectively and educators will be encouraged to work with and learn from fellow peers. One recent study explored the transformational leader and concludes that leaders whom hold subordinates accountable and continuously evaluate and critique in a positive manor will be successful leaders (Chin, 2007). This type of accountability can be measured though self evaluations (Pounder, 2008). Transformational and transactional approached to leadership must be implemented for a successful school environment (Lucas Valentine, 2002). Researchers studied teacher reports and focused on five areas consisting of shared goals, teaching collaboration, teacher learning, teacher certainty, and teacher commitment. The authors hypothesized school principals whom score high in the identified five factors are effective transformational leaders relating to student success in schools. They intended for educators to complete a survey that evaluates their principals transformational leadership style. These eighteen elementary principals and their faculties were asked to return the survey in order for the author to properly assess the evaluations (Lucas Valentine, 2002). With the collected data, the authors discovered that increased transformational leadership principals were associated with schools that demonstrated enhanced levels of social organizations reflective of effective schools. The study also investigated two research questionnaires. The first was questionnaire was from Bass and the second from Avolio. These questionnaires determined that increased transformational principals are associated with schools that show high levels of social organizations and student success, confirming the authors hypothesis (Lucas Valentine, 2002). Educators effectively teaching under the guidance of a transformational and transactional leader Variable One: Evaluation and Accountability One important quality of effective teaching is that educators are able to self evaluate and self examine their teaching strategies (Pounder, 2008). Prior to school beginning, teachers will be asked by the transactional principal to self evaluate one lesson per quarter of the upcoming school year. The lesson plan will be submitted to the principal. The educator will note the pros and cons of their lesson. Self evaluation will promote the educators ability to ensure that effective lessons and activities are taught and implemented in the classroom (Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Principals that lead in the transactional and transformational approach can also encourage educators to evaluate other peers. Educators can learn from one another, share ideas, and cooperatively teach under this type of leadership. (Poulson, Mason, Walker, Dixon, 2009). This environment will result in a positive atmosphere for parents, teachers, students, and staff members. Similar to self evaluation and peer evaluation, the transformational and transactional principal will be able to evaluate and observe the educator. The principal will meet with the teacher prior to the observed lesson. The principal will be provided with the educators lesson plan and together they will select a date for the observation. Next, the principal will observe the lesson. This transformational and transactional leader will ask the following questions (Anderson, 2008; Lucas, Valentine, 2002): Did the teacher grasp the students attention? Were the students engaged throughout the lesson? Was the material presented in a clear, concise manor? Were the needs of each type of learner met in the lesson? What were the students doing throughout the lesson? Did the teacher check for understanding and ask follow-up questions? How was the lesson concluded? These are seven questions that the principal will note throughout the lesson. Finally, the principal and teacher will have a post conference regarding the observation. At this conference, the principal will be able to provide the educator with notes and comments pertaining to the observed lesson. The principal will be able to discuss strengths and weaknesses and offer tools for improvement (Bono Judge, 2004. Variable Two: Professional Growth Transformational and transactional leaders must encourage members to continually enhance professional growth. Continuous learning for educators will promote effective educators. As a transformational and transactional principal, opportunities for growth and improvement must be available for educators. Workshops, seminars, and meeting are essential for effective education and for teacher accountability (Bono Judge, 2004). Promoting student success and achievement Students will excel under a transformational and transactional leader (Chin, 2007). Students respond positively to leaders that are charismatic, intellectual, and creative. Students are able to establish a respectful rapport with the administration and school personal (Chin, 2007). Principals whom establish the foundation of transformational and transactional leadership skills will promote student success and achievement. Data from 1,762 educators and 9,941 students in one large school district were obtained to explore the effects of transformational leadership practices on selected organization conditions and student engagement within the schools. The results confirmed that there were strong significant effects of such transformational and transactional leadership on student success rate. This partciular article was qualitative and provided copious amount of information relating to the field of transformational leadership and its benefit in schools (Leithwood, 2000). Transformational and transactional leaders obtain qualities that are inspiring and successful. Principals who lead in this approach will create a safe learning environment where students are able to learn to their highest potential (Hood, Poulson, Mason, Walker, Dixon, 2009). Teacher accountability and performance is the second step within the transformational and transactional approach (Chin, (2007). Teachers must be able to self evaluate, evaluate peers, and participate in principal-teacher evaluation. Educators must continue to grow professional and continue their education.

My Grandmother’s Funeral

Ferry 1 Amy Ferry Professor Nocito Composition 1 20 September 2010 My Grandmother’s Funeral: In every culture on our planet Earth, death is a part of life. Whether loved ones and friends of the deceased choose burial through internment, or produce ashes in a crematory, there is always a respectable method in which to dispose of the body and say a last farewell. In history, the Neanderthals were the first hominids to intentionally bury their dead. They did so by using stone tools and animal bones to dig a grave [1].The purpose of a funeral in today’s society is to pay respect towards the once living person, and for many, aiding them in their journey to another life while sanctifying their previous life. Although all cultures practice funeral rituals for the dead, there are many different kinds. The most popular are internment and cremation. Internment is the act of burying the body in the ground. The body is place inside of a coffin, and then a hole is dug in a cemetery. Cremation, on the other hand, does not involve a casket.Cremation is the process of reducing a body to ashes by fire in a crematory. Scholars conclude that its history began during the Stone Age around 3000 B. C. E. in and around Europe[2]. Other processes include human dismemberment, as Tibetans practice (called Tibetan Sky Burial). Monks essentially mutilate the body and wrap it up in white cloth. They bring it atop a mountain for vultures and other birds; They believe in reincarnation, thus the body is an empty vessel[3].Along with these, there is also Aboriginal Body Exposure, in which the body is left on a platform covered with Ferry 2 leaves to let the corpse decompose naturally [4]. It is practiced by the Australian Aborigines today. My grandmother’s funeral included cremation of her body. After the church ceremony, my father and his siblings, along with a couple of her closest friends, were taken out to the bay by boat to let her ashes fall in the water.When the trag edy strikes, the closest relatives contact all other family members and good friends to inform them of his/her bereavement. During a burial ceremony, the group will attend a mass and a viewing, closed or open casket. This is mostly taken place in a house of worship (church, mosque, temple, etc. ). Afterword, there is a post-funeral dinner or gathering at a restaurant or relative’s home to celebrate the life of the deceased. Music is played, food is eaten, and memorable photographs are displayed for all to enjoy. This is intended to be a positive experience in which everyone reflects on his/her accomplishments and the happy times.For my grandmother’s funeral, flowers were sent to the church we had attended during mass and the viewing. My aunt had spoken a few words in front to everyone about her mother, and we went to a restaurant to have a catered meal and reminisce. The death of a loved one will be difficult for anyone. The funeral may be the hardest part of the berea vement process. The experience of a funeral may be different for every individual attending; one person may feel relief if the deceased was suffering from an illness. One may feel loss, anger, or even contentedness (celebrating the person’s life and achievements).During my grandmother’s funeral, I was grieving, yet during the after-dinner I felt relieved and happy that she was no longer in pain on Earth. The purpose of a funeral is to remember the one who passed away, and to give condolences to those who are grieving, and to give a proper religious ceremony for the deceased. My view on the funerals which I am accustomed to is that they give reassurance of a happy afterlife, and it gives closure as well. Ferry 3 Funerals in all regions of the world are based on the same concepts, and they should all be respected equally.Whether the process is burial of the body, cremation, or another ritual, all of them have religious or spiritual significance behind them. Before my gra ndmother passed, she had it in her mind that she wanted to be cremated. My father was hesitant primarily because he hadn’t been exposed to the process, but he soon realized that it was no different than any other. Her funeral was memorable, beautiful, and reassuring for myself as well as my whole family. Ferry 4Works Cited * Harder, Ben. Evolving in Their Graves: Early Burials Hold Clues to Human Origins. Science News. 15 December 2001. CBS Interactive. 2010. ;lt;http://www. bnet. com/;gt; * The History of Cremation. Everlife Memorials. Classic Memorials, Inc. 2004. ;lt;http://www. everlifememorials. com;gt; * O’Brien, Daniel. Tibetan Buddhist Sky Burial. 25 July 2008. Cracked Entertainment, Inc. 2005-2010. ;lt;http://www. cracked. com/;gt; * Knight, David, Aboriginal Body Exposure. 25 July 2008. Cracked Entertainment, Inc. 2005-2010. ;lt;http://www. cracked. com/;gt;

Database Management Essay

In his book Groupware — Computer Support for Business Teams, Robert Johansen defines groupware as â€Å"specialized computer aids that are designed for the use of collaborative work groups.† This definition is better than the â€Å"shared data† definition because it helps eliminate multiuser databases from the groupware category. Yet electronic mail fits this definition, as well as some other software sharing tools that experts are still debating. A more useful definition also appears to be one of the oldest. Peter and Trudy Johnson-Lenz are credited by many as coining the term groupware in 1978. They defined it as â€Å"intentional group processes plus software to support them.† Groupware enhances collaboration by allowing by the exchange of ideas electronically. All the messages on a topic can be saved in a group, stamped with the data, time, and author. Any group member can review the ideas of others at any time and add to them, or individuals can post a documents for others to comment upon or edit. Members can posts requests for help, allowing others to responds. finally, if a group so chooses, members can store their-work notes on the groupware so that all others in the group can see what programs is being made, what problems occur, and what activities are planned. Groupware utilizes primarily a form of database technology. While there are quite a few differences, groupware has many commonalities with the standard database. Groupware is not just a normal database, rather it is a developing technology to form an application to perform a specific task or set of tasks. Database technology is the main technology that makes groupware able to function as it does, as groupware is more of an extension of database capabilities. Groupware must be able to support interactions between large numbers of people for it to live up to its definition, and it is fairly typical to find it utilizing a client/server system of interaction. Databases are well suited to the task of powering the back end of groupware as they are specifically designed for just this type of interaction process. Databases are also well suited for use in groupware as they offer a persistent storage which always necessary in any type of collaboration environment. Therefore most groupware available will utilize a database as a way to provide this client/server interaction and persistent storage. The typical interaction process flows exactly as it would in a standard database. Requests for data manipulation are sent by the client to the server. The server acknowledges the request, performs the action, and stores the result. Once the action is completed, it sends confirmation back to the client. In this way, groupware at its most basic acts exactly as a normal database would be expected to act. However, what makes groupware an interesting concept is how it is different from a normal database. While groupware is not a new technology, it is a new way of combining established technology in order to achieve a new tool to promote productivity amongst a group of people. Groupware not only changes the way in which we think about databases, but also the way in which databases can be utilized to promote group functionality. By pairing databases with standard productivity tools, an entirely different concept emerges. Groupware, and in particular real time collaborative groupware, is the future of productivity.

Sociological Research On Physical Disability - 1398 Words

The labelling theory are the actions of individuals who are labelled or seen as deviant. The theorist Becker suggests labelling theories which is to look beyond by just the norm-breaking act but instead focuses on how society view people who are deemed as deviant in this case physically disabled and reactions from society whether it is good or bad. Physical disability is when a person lost full or partial loss of their bodily functions. Labelling perspective is still relevant in our society and for society to be able to look beyond the norm breaking; society needs to develop an understanding about the difference between ‘disabilities’. Stigma labels may produce the deviant behaviour that is being condemned and therefore individuals can ‘become’ the thing that they are ‘labelled’ as. ‘Stigma are bodily traits, marks or features that are in some way unusual’. Which can occur as a consequence for social rejection. Most sociological research on physical disability by using a labelling theory approach and focusing on the negative consequence of the stigma. Labelling behaviour as disability can provide the disability people with opportunities and whether labelling perspective has a negative or positive consequence on physical disability. Negative consequences would include restrictions on rights, limitations on life chances, limitations on future participation in society and employment difficulties for the individuals who are physically disabled, those all result in a negativeShow MoreRelatedDisability Term Paper1491 Words   |  6 PagesINTRO TO SOCIOLOGY 1 Running head: DISABILITY TERM PAPER Disability Term Paper By Jose A. 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