Educational Leadership And Change Management – An Overview

Education leadership and management and the impact on culture

In the early half of the twenty first century, there was widespread interest surrounding the field of educational leadership, because it was commonly believed that strong leadership in the academic sector would have a positive outcome on both the institution and the students (Harris 2013). There is an urge to improve the quality of leadership in schools and other educational institutions because effective managers and leaders would guarantee the best possible education for students. Just like students require skilled and impassioned teachers to guide them with the curriculum, they also require efficient leaders as principals and other management staff so as to provide adequate support (Harris et al. 2013). The field of education leadership and management is slowly garnering attention worldwide, and is emerging as a discourse on its own. The sole purpose of education leadership and management is quality of education provided, with a direction of underpinning the school management. At any school, the mission of the institution is upheld by the school principal, who works in close association with the SMT or senior management team and the SGB or school governing body.

School or educational leaders form an intermediary among individual schools, the classroom and the complete education school (Barr and Saltmarsh 2014). The aim of efficient school leadership and management is to inculcate a nourishing environment within the school, where students can learn and grow. Moreover, it is expected that since school leaders form the middleman, they would also aid the educational institution in adapting to ever changing external environments (Orphanos and Orr 2014). Yet, it must be remembered that school leadership is no longer a stagnant field; there has been extensive research into the functioning of the school systems to understand the changes in school leadership styles and policies over the years. This is primarily because the expectations from school leaders have undergone a profound change, with more and more schools becoming autonomous (Garza et al. 2014). Leadership at any educational institution is one of the most important facets of quality education, thus automatically increasing accountability and responsibility of the school (Rebore 2013).   

However, in many countries like UAE and other developing countries, the educational leaders have aged and most of them are on the verge of retirement. The need of the hour is thus to foster future leaders who would help in adapting the policy of school leadership to new and changing environment. An example of this would be the notion that the job design of school principals has remained static over the years, and presently is not sufficient to deal with complex challenges associated with school leadership and management (Gordon, Alston and Snowden 2018).  The concept of educational leadership refers to the way a person or a group of persons exert some kind of intentional social influence over another group of individuals in an attempt to affect the activities of the latter (Harris 2013).

Leadership and change: Policies approach

It must be ascertained that most of the educational changes and policy implementations that have been executed around the world have taken place in the West, largely ignoring the eastern context. However, in United Arab Emirates, there has been an increasing demand to introduce education reforms and change management policies so as to enhance the quality of education provided. It is equally important to devise education management strategies that are in accordance with globalization and the economic boom in the Middle East (Dimmock and Walker 2000).

Although there has been prolific research into education leadership over the last few decades, they have mainly taken into account English speaking settings in western schools. The context of non English speaking schools in the West and in the East and Middle East has mostly been ignored. Thus, it has been almost impossible to trace the impact of culture on educational leadership. The models of education and administration which were common in the west have been adopted by foreign countries; pervasive globalization in the last few decades has led to a homogenization of academic values, practices and programs (Bush and Glover 2014). Education, as a field, has become internationalized to an extent which is unimaginable. However, in the context of the Middle East it is important to analyze how far such models can suffice in other educational systems. This is because the educational systems which have been adopted from western schools are not compatible with the cultural heritage of the local communities, rendering them unsustainable (Leithwood 2013). As theorists and researchers have opined, organizational culture, which is influenced by a broader societal culture, would play an integral role in the education system of a country.

As of the twenty first century, there have been several studies into how school and educational leadership can affect the quality of education. In addition, it is equally important to assess the role and duties of the educational leaders, with respect to their functions and influence on learners (Heck and Hallinger 2014). Strong leadership in the educational institutions has been found to resolve a number of solutions that are commonly found in schools in the modern day. This is because school leadership as a whole is multifaceted and includes several strata of administration like financial management, leadership, human resource management and so on (Vaillant 2015). Educational leadership as such is based on two primary factors – one, the personality, ability and the style of the individual in a leadership role and secondly, the organization and individual practices which determine leaderships (Chance 2013).

As such, it must also be mentioned that all organizations require innovation and change to pave the way for improvement. In the case of educational institutions, the implementation of change is so problematic a process that it involves attitudes, skills and knowledge which must be expressed through action. An educational reform, through a change process, is a prolonged and complicated process, but must be endured for the sake of improvement. In order understand the impact of change at any educational institution, there are four aspects which must be considered with respect to the policies pertaining to any given institution – namely, power, task, role and the person. Power refers to the fact that there is usually a central figure at an organization who holds the power. There are other circles of influence and power surrounding the central figure. Role refers to the culture of bureaucracy that is usually prevalent in an educational institution. Task refers to the way different groups within the educational institutions come together to solve various problems related to cross curricular activities or to achieve multidisciplinary objectives. Change at an educational organization would have to be implemented in phases. This is because there are numerous small groups within the organization, all of whom might not be able to grasp the implications of the change. It would be wrong to say that the people involved resist the change, however, they might not be able to cope with it without effective leadership.

According to Ghamrawi and Jammal (2013) it is also important to study the relationship between school development, teacher development and change. The purpose of implementing change in a school is to ensure that it embarks on a path of progress, towards a more flexible policy. The foundation of change process lies in the fact that it overturns the established and conventional framework; it simultaneously threatens the attitudes, values and beliefs which had been present for so long in an attempt to make the polices more meaningful and effective. Thus, without such a change or disturbance, no development would be possible. Change can thus be defined as a process of growth, not conflict. However it must be argued that a positive leadership approach must be undertaken. Teachers and school leaders play a crucial role in the change process because it is through them that the change is implemented. Some characteristics of positive leadership in the change process in educational institutions are as follows:

• Shared goals and vision
• Professional leadership
• High expectations
• Conducive learning environments
• Focus on learning and teaching
• Positive reinforcement
• Purposeful teaching
• A wholesome learning environment
• Pupil responsibilities and rights
• Monitoring progress

Suffice to say, school leaders are instrumental in the change process; it is supposed to be a dynamic process which would lead the school towards improved effectiveness and success, as far as the curriculum and quality of education imparted is concerned (Goetsch and Davis 2014).

In order to study the impact of change on an educational institution, it is important to analyze the role of the leader in implementing change and in change management. It is the responsibility of the principal to support the process of change and inspire all those involved in the process so that the institution in question can shift from its present situation to where it should be in order to provide the best possible outcomes for everyone involved. It would enhance the learning process of students, strengthen the degree of professionalism exhibited by faculty members and also improve the culture inherent in the school for all stakeholders (Alvoid and Black 2014). Management of change at the organization would require visible ownership as far as outcomes are concerned. The principal would have to grasp the dynamics of the change process and work accordingly to manage it (Cameron and Green 2015). Simply imposing the decision to implement a change in the organization would not be sustainable (Cook 2014). The policies approach, which is implemented in the UAE, exhibits the following:

• While implementing a new system within their management, the leaders would have to devise a strategy keeping in mind the end results and what it would take to execute such a change process (Doppelt 2017). This would entail the introduction and the adaption of the new initiatives which would explain the outcomes and strategy to all the stakeholders. Moreover, it is also important to understand how the change process would be aligned with the prior goals and objectives of the organization (Sun and Leithwood 2015). Essentially, the policy should be coherent in nature.
• The leader’s responsibility in the change process would be to ensure the engagement of the stakeholders in the design and planning phase. Most of the change management would take place in the form of a shared understanding and cooperation between the stakeholders, which is important for successful change (Huffman et al. 2014). The needs and interests of the stakeholders will also have to be taken into account. Change and leadership can be called successful only if there is a degree of transparency and clarity in the way stakeholders are engaged.
• During the implementation of the change, training programs and support will have to be provided. To enhance the quality of learning and ensure that the optimum practices are utilized, such measures would have to be taken. Implementation support is key when it comes to change process at any organization (Drago-Severson and Blum-DeStefano 2013).
• Coordinated communication forms the foundation of any successful change process; it forms the link between the change management and efficient leadership (Matos Marques Simoes and Esposito 2014). It is the responsibility of the leader to ensure that the message is delivered loud and clear to the stakeholders, and all those involved in the process are aware of the aspects of the change, their role in the process and the expected outcomes.

According to Carnall (2018), change can be defined as the process in which an alteration is introduced in an organization or an entity in order to improve it. Organizational change would refer to the actions that seek to rectify or alter previous existing methods, organizational behaviors, methodology, practices and so on. However, Kuipers et al. (2014) argued that such a change would involve a shift in the values and goals of the organization and a change in its directions or in the way the organization functioned previously. As such, change management can be defined as the structured approach towards transitioning the organization, the individuals and teams of people involved in the organization and the business strategy from the present state to the desired set of circumstances (Burke 2017). The purpose of change management is to empower the employees and support them in their endeavor to adapt to the changing situations (Fullan 2014). It can also be defined as a kind of systematic process in which the organizational change is implemented, based on a foundation of knowledge; it entails the use of strategies, procedures, structures and adaption to external and internal conditions (Hill, Jones and Schilling 2014).  It is expected to lead the people involved in the change process to accept the new structure, technology, system or the strategy; a robust system of change management is expected to improve the position of the organization in the market place and provide it with a competitive edge.

According to Cheng (2013), change knowledge, or knowledge of change theory, can prove to be beneficial, as far as reforms in the educational sector are concerned. Any kind of change in the field of education would be a dynamic one. However, Sallis (2014) argued that the process of change implemented in a school or any other educational institution would not only have to be dynamic, but also revolutionary in nature. Moreover, educational institutions, more than any other organization are strategically designed to yield results (Verhulst and Lambrecht 2015). In order to change these results or outcomes, it would be important to change the system as a whole. For example, such changes in educational organizations would include changes in the curriculum, in the management or in the governing body. Such a change can be made possible only when the change management process is resting on a pillar of professional learning, data and leadership (Dalkir 2013).

Lewin’s change management model was introduced by renowned social scientist and physicist, Kurt Lewin, in the early 1950s; even today, it remains one of the most effective and popular models in understanding and assessing the structural change within an organization (Shirley 2013). However, Cummings, Bridgman and Brown (2016) took the model one step further by applying it to the educational sector. According to Lewin, there are three essential stages of change which must be followed while implementing such a strategy – unfreezing, changing and freezing.

• Unfreezing – During this stage, the organization is to be prepared for change. In this phase, it has been decided that change is necessary within the organization and all the wings of the organization would have to be prepared for it. In education, if a structural or a strategic change is to be implemented, the stakeholders involved will have to be notified. This is because in educational institutions around the world, there is always a tendency to resist changing. During this phase, it is important to address people’s queries and concerns and resolve any doubts or clarifications if needed.
• Change – This is the most crucial step since it is during this phase that the change is actually implemented in the organization (Hornstein 2015). Moreover, this is the lengthiest phase since people within the educational institution would get acquainted with the new changes and developments during this phase. Strong leadership and assurance from the board and the principal would be required during this phase to steer the change management process towards success.
• Freezing – This is the final stage of the change management process. During this phase, the staff, teachers, principal and the students get accustomed to the change implemented. The instability and period of disarray which characterized the change or transition period is replaced by that of stability; processes and operations gradually return to their ordinary routines and objectives have been achieved.

According to Goodwin (2016), leadership is considered to be the most potent instrument in shaping an organization and preparing it for change. In the case of organizational change within an educational institution, it can be said that leadership would help in leading the change. However, Lancer, Clutterbuck and Megginson (2016) argued that although the change process is not to be imposed by leaders, he or she is expected to provide the subordinates with a sense of direction and purpose. This can be done by mentoring and coaching initiatives. In other words, the leader is expected to promote the organizational change; this is because a leader would have the power required to motivate and influence his followers and help them in attaining specified goals and objectives. Effective leadership in change management would have a positive influence on the behavior of the employees, the teams and the organization as a whole. According to theorists, leadership is what convinces people or persuades them in favor of change, thus reducing resistance to it. It must be realized that change is implemented in an organization with a specific outcome in mind and both the leader and his followers should have a shared vision of the desired future or the results, so that they can garner the motivation required to get the preferred outcome. For example, it is expected that in the first stage of change implementation, there would be some level of resistance from the stakeholders involved; effective leadership lies in the ability to manage resistance of employees in such a way that the change can be executed successfully. With regards to this, it is important to study the two kinds of changes in an organization and its impact on leadership. For instance, there are incremental changes, which are informally applied in an organization and implementation takes place gradually. Such changes are usually not met with much resistance. True leadership would be needed during the second category, namely radical changes. As the name suggests, it would involve a dramatic change in the way the organization functions and can be difficult to come to terms with. Competent leadership would help in achieving the acceptance of the stakeholders and create a willingness to cooperate and relinquish conventional methods and technologies.

School or educational leadership forms an integral aspect of education policies in UAE and the rest of the world. The purpose of educational leadership, like other institutions, is to improve the outcome of the educational institution and also enhance the environment and the climate within the organization (Jones and Sallis 2013). Through effective educational leadership, equity and efficiency in the academic institution can be improved. In order to meet the requirements of the contemporary society, the expectations from educational institutions and educational leaders have changed. In a number of countries, education leadership is based on a principal of decentralization, which endows the educational body more autonomy. This means that they no longer have to be answerable for every minute action to the governing body. Educational leadership in schools and universities include professional knowledge, human resource management and financial management. Education leadership is no longer restricted to just the principal since it was deemed that one person would be insufficient to carry out all managerial functions. Naturally, there is a growing need to include educational leadership in the policies of individual countries (Mader and Abdul Razak 2013).

According to Belias and Koustelios (2014), leadership plays a crucial role in leading change in the educational sector. It is essentially the responsibility of the principle to lead the faculty, the students and the entire organization on a path to change. However, Bolden (2016) argued that although the principal is instrumental in the change process, he or she cannot work in isolation. Such a change process would involve the efforts of all stakeholders including teachers, students and their families, members of the community, school partners and so on. The stakeholders need to be actively involved in the process  Effective management of change in the educational organizational would mean that the leaders would have to address the concerns and queries of the stakeholders and tackle their resistance in a cautious manner (Algahtani 2014). Change management will also have an impact on the leader in the following ways:

• The leader would have to convince the followers about the urgency of implementing the change and win their favor.
• It is his responsibility to create a coherent strategy showing how the change fits in with the broader educational strategy and why it is essential for the improvement of the organization.
• He will have to communicate with the team members and facilitate open lines of communications with the followers.
• He would also have to address roadblocks and make efforts to remove any obstacle that could prove to be a hindrance in change implementation.

In UAE, the educational policies and agendas demonstrate a heavy influence of the West. Most of the research regarding educational leadership and the way it affects the change process has been carried out in the West (Bowe, Ball and Gold 2017). As mentioned earlier in the paper, it would be unfair to apply the same principles of education leadership to schools and universities in UAE. An analysis of teaching methods and available resources in UAE and other countries in the Middle East have revealed that there are predominant four styles of leadership – instructional, autocratic, transformational and democratic leadership. Moreover, in UAE, the principal is the chief holder of power, and his role in change management has been specified in the section below.

Instructional leadership is one of the most important theories of educational leadership and was formulated as a process that entailed managing the curriculum and the mode of instruction in a school (Neumerski 2013). It first emerged as a theory or concept in the 1980s, during the “effective school movement” and stressed on the role of the principal in running an educational institution successfully (Hopkins 2013). The main functions of an instructional leader in an educational institution would be as follows:

• Constructing a strong instructional vision for the institution and selling it.
• Development of a culture within the institution which is conducive to the core principles of the organization and is based on a foundation of trust, collaboration and support amidst the academic staff.
• Distribution and procurement of materials and resources that would be pertinent to the curriculum.
• Providing adequate support to allow teachers to grow and develop, both as a group and individually.
• Establishment of a healthy and nourishing academic climate where students and learners can grow.
• Scientific based reading research or SBRR should be available to the instructional leaders so that they can implement the same policy amongst the learners.
• Efficient instructional leaders would be undertaking both curricular and management roles so as to optimize student achievement. There has to be a fine balance between the vision and the management aspect (Rigby 2014).
• Based on the goals of student achievement, the curriculum and the modes of instruction and assessment should be such that they are compatible with the accepted standards (Zepeda 2013).
• A culture that promotes continuous learning should be promoted by the instructional leaders.

According to Alvolio and Yammarino (2013) transformational leadership may be defined as a scenario in which both the followers and the leaders engage in a process where they seek to empower and motivate each other through values and self awareness, towards a shared goal. However, Kark and Shamir (2013) expanded on this concept and stated that such a leadership style includes understanding, cooperation, vision, insights, purpose, principles values and purpose and strives to leave a lasting a change in the organization and the individuals involved. In education, transformational leadership exhibited by those in leader roles would lead to an enhanced educational climate, rigorous modes of instruction, transparent communications, improved achievement on the parts of the students and stakeholder engagement (Van Knippenberg and Sitkin 2013). Moreover, it would pave the way for a more productive culture in the educational institution, through individualized support and implementation of best possible practices and methods (Shatzer et al. 2014).

As the name suggests, an authoritarian leader is one who exerts complete control over his or her followers; the latter is answerable to the former for their actions and the leader is expected to maintain control through stringent and strict policies and guidelines which must be adhered to under all costs (Schuh, Zhang and Tian 2013). However, in education, this has been found to be one of the leading sources of dissatisfaction. It must be remembered that in schools and universities, the leadership style would have an impact on the students and their families. Thus, forcing the students to abide by the leader’s word could be intimidating and they might find it tough to function in such an environment. This is also often referred to as exploitative authoritarian leadership.

The democratic style of leadership is similar to transformational style. According to Hendriks and Karsten (2014), although the opinion of the leader is upheld as the authority, participation and engagement of all stakeholders is encouraged. A democratic leader would involve the parents, the academic staff, the students and all other groups while taking decisions. Amanchukwu, Stanley and Ololube (2015) opined that a democratic leader is a kind of consultative leader who ultimately takes the actual decision but relies on the opinions of others for that . This means that everyone associated with the school administration would be involved in the operation and the welfare of said educational institution. Unlike the autocratic leadership style, the stakeholders would express a degree of satisfaction while functioning under such democratic leaders.

It has been mentioned earlier that the cultural values in the west and the Middle East are drastically different. The way people in UAE live and learn is very different from that of the United States. Most of the research related to educational practices and policies has been carried out in the West, largely ignoring the context of the East (Dimmock and Walker 2000). Culture, according to Hofstede, may be defined as the values and beliefs that are particular to a certain location. It has been found that the culture of a nation would have an impact on organizational culture and the leadership styles as well (Minkov, Blagoev and Hofstede 2013). It would be unjustified if the same principles of leadership which worked in the West were imposed on organizations in UAE. There are three factors that affect leadership:

• The implications that culture of a country has on cross cultural leadership.
• The limitations imposed by a one dimensional model based on a structural – functionalist principle.
• The pitfalls encountered when one ignores the importance of culture, as far as educational practices and leadership is concerned.

According to Neumerski (2013), effective instructional leadership is instrumental in ensuring successful management of change in the education sector. However, Alvolio and Yammarino (2013) argued that such a leadership style would not be a practical option in real life. Instead, they proposed a transformational leadership style, which is a combination of the various leadership practices and is thus more practical. While the leadership theories sound good in theory, most educational leaders have reported that while applying the theory in real life, they are met with a number of problems. In real life, there are numerous situations that may crop up or unpredicted outcomes which render the whole process vulnerable. For example, there might be several conflicts within the staff or teachers and the management which need to be addressed. In that case, leadership theories will not be applicable. The leader would have to rely on his instincts and intuition to resolve such conflicts. Simply abiding by a theory will not prove to be sufficient. This also affirms the fact that change management would be entirely dependent on the individual capabilities of the leader. Any shortcomings on his behalf could adversely affect the change process. A summary of these problems are:

• Development of managerial effectiveness– In education, the leader is usually the principal of the institution. According to Schuh, Zhang and Tian (2013), he would be expected to take on managerial duties as well. However, in real life, it may become overwhelming. Development of certain leadership skills, like prioritization, strategic thinking, crisis management, time management, decision making or problem solving might prove to be a challenge.
• Inspiring others– According to theorists like Neumerski (2013), a leader must practice a specific policy of leadership. However in practice, the educational leader cannot simply stick to one mode of leadership. This is because effective leadership is supposed to motivate the stakeholders and assure them that their interests are being taken care of. Moreover, the leader is also supposed to boost the morale of the faculty, so as to provide for teacher development.
• Guiding change– In real life, theory would not help resolve the myriad conflicts that surface. During any change process, the leader is instrumental in maintaining accord. He or she is expected to develop communication skills, so as to reduce chances of miscommunication amongst the stakeholders. In such a scenario, the entire organization would be looking to the leader for guidance.
• Management of internal politics and stakeholders– Educational leadership theories do not take into account the politics and competition among internal stakeholders which is prevalent in every organization. No amount of professional learning or leadership theory can prepare a leader for such crises or difficult situations that may arise unexpectedly.

Mentoring can be defined as a process in which an experienced and older mentor is expected to help and support a younger and comparatively less experienced person, or protégé, in order to pave way for the career development of the protégé. Mentoring has often been used in the private and public sectors as a leadership practice in order to inculcate a sense of professional development. Nowadays, more and more educational institutions are using this particular leadership process so as to enhance the overall productivity of the organization. The mentoring process would include the various phases of development, the dynamics of the mentor-protégé relationship and the use of certain cognitive development theories (Hagger, McIntyre and Wilkin 2013). In the education sector, mentoring would include guiding, influencing, teaching and also supporting a teacher who is just beginning his or her career. In schools and universities in the UAE, the system of mentoring has been introduced so as to help teachers learn and grow while building careers. In this process, experienced teachers are paired up with beginners so that the former can teach the latter tricks of the trade and familiarize them with policies, regulations, materials and resources. Introducing mentoring in an educational organization is a drastic change, which was must be supported through efficient change management and leadership. The mentors would be expected to help their protégés with professional and personal support, enhance learning and teaching and overall offer help in the teacher’s growth (Garvey et al. 2017).

As a first year African American teacher, the following observations can be made about mentoring in schools:

• An inclusive mentoring process would ensure that the gap between African American teachers and their peers is bridged. This is because in the west and in some parts of the Middle East, most teachers are white. This cultural difference could affect the mentoring process because African American teachers might not see eye to eye with their counterparts with regards to some aspects.
• Moreover, most of the African American mentors are clustered in schools that are low performing, hard to staff and economically disadvantaged. As a result, such teachers are not able to explore their potentials to the fullest and often such valuable resources go to waste.
• In schools that are predominantly white, African American mentors are often looked down upon and discriminated against on the basis of color. This could be detrimental to the process as a whole.
• African American mentors are not given the liberty to modify the curriculum or the school and university policies which could help the African American students.

Every educational institution has a culture of its own. The impact of such a mentoring initiative would largely depend on the mentor’s ability to reach out to the protégé in such a manner that the latter’s educational and leadership style is enhanced (Garvey et al. 2017). It is expected that a mentor would demonstrate effective leadership skills. Moreover, as a mentor, these qualities can be expected from him or her:

• Familiarity with the repertoire of educational materials and teaching methods, the various modes of learning, teaching styles and other factors that would affect a student’s achievement.
• An array of essential interpersonal skills which would help the mentor navigate through complex situations and professional encounters; he or she is expected to pass on the same to his protégé.
• The coaching process employed by the mentor should foster a sense of self direction and responsibility in the protégé.
• It is absolutely imperative that the mentor have excellent communication skills so as to have a positive impact on the mentor-protégé relationship.
• The mentor, as the leader, should have a fair knowledge of the development processes that a new teacher goes through.

Furthermore, it has been found that mentoring can effectively support the change management process in an educational institution. Efficient mentors would be able to address the needs of the stakeholders during dramatic changes and would reduce resistance to it. This is because mentoring initiatives would inculcate a sense of mutual trust and would pave the way for commitment to discovery and growth, thus yielding desired results.

Moreover, it has been found that mentoring and culture are closely related. In schools and universities in the west and in the Middle East, cultural values continue to have a profound impact on the way education is meted out. For teachers who belong to different cultures, like African American teachers, it can be difficult to adjust to the new traditions and conventions without guidance. Nevertheless, with effective mentoring, such cultural barriers may be removed between the teachers and the mentors and between the teachers and the students.

The industry of education is a highly competitive one and in order to ensure long term success, transformational leaders are being encouraged. Such leaders take into account the interests of the organization as a whole and thus prove to be effective leaders (Kark and Shamir 2013). Similarly, the purpose of a mentor is to inspire and motivate his or her followers. This would help the protégés communicate, create and also gather the support necessary for fulfilling the objectives and goals of the organization. Now the term transformational mentoring has surfaced, highlighting the relationship between mentoring and transformational leadership. Here are a few ways in which mentoring supports transformational leadership practices:

• Mentoring would promote the sharing of knowledge and experience, which can be used by the protégé later on in a leadership role.
• Mentoring would also help in advancing the career of the protégé. The purpose of transformational leadership is to ensure that the leader is able to lead his followers to success and at the same time ensure that the follower is capable enough to take on leadership roles in the future.
• Mentors would also provide psychosocial support to the protégés, helping them become competent and effective members of said organization. Transformational leadership may also be connected to role modeling, where the leader leads by means of setting an example for the protégé and the follower.

It has been established in the previous section that urban schools in UAE often find it difficult to cope with the western models of educational leadership. Mentoring initiatives, on the other hand, offer the following benefits in urban schools:

• Mentoring would help in developing leadership competencies; by setting a strong example for the protégé, the leader or the mentor would be nurturing his or her follower to assume leadership roles in the long run.
• Mentoring would help new teachers and members of the faculty settle in with ease.
• Since the protégés would be mentored by experienced leaders, they would be able to hone their skills and acquire skills that would be required in the classroom.
• Mentors would help the protégés find their own professional identities which would determine the course of their career.
• During the implementation of change in the organization, the mentor would be able to aid the newcomers and help them get accustomed to the new policies and regulations, the values or mission of the organization and the organizational culture.
• In a mentor – protégé relationship, although the former is more experienced, there is no autonomy on his part. The protégé is expected to actively take part in the mentoring process and offer his inputs. The mentor’s leadership strategy would be in compliance with the needs and requirements of the protégé and his understanding of the protégé’s performance and productivity.

Conclusion

To conclude, it can be said that in education, leadership forms one of the foundational pillars of success. Like any other sector, schools and universities too require someone or a body in the leadership position. This would provide them with a direction. Every educational organization has a vision and mission of its own, and certain values and beliefs that it abides by. It must also be remembered that change in an organization is common, and all the stakeholders must be involved. In such a case, effective leadership can be the only saving grace; a strong leader would be able to pacify the stakeholders, address their concerns, communicate the change process to them and lead them towards a shared goal. The paper also studies the concept of mentoring and its impact on educational leadership.  Mentoring, as research has shown, would help in the betterment of both the protégé and the mentor and would also enhance educational leadership as a whole. Such an initiative would not only provide the protégé with the guidance he or she requires, but also contribute to organizational success by facilitating positive and harmonious relationships within the institution.

In case of educational leadership, most of the urban schools in UAE and Middle East are adopting mentoring initiatives. In the context of urban schools, there are a number of challenges with respect to management. For example, with more number of schools today, the quality of teachers has deteriorated. As a result, most of these schools are choosing mentoring as a solution to the problem of teacher and staff quality. In these schools, mentoring is assumed to be closely related to transformational leadership. Such leadership practices would not only enhance the mentoring process but also support the initiative in the following way:

• First and foremost, it is important to strengthen the relationship between the transformational leader and the protégé. This can be done by spreading awareness about the mentoring program and its benefits. It would do well to emphasize on the desired outcomes of the mentoring process.
• The next step would be to match the protégés with the mentors. A policy of transformational leadership would provide psychosocial support to the protégé. This would help the protégé settle in a new environment.
• Furthermore, transformational leadership would help develop leadership skills in the protégé, which would prepare him or her for future roles.
• One of the key facets of transformational leadership is ensuring that clear lines of communication are maintained. An instruction guideline would have to be devised for the mentors and their protégés so as to elaborate on their respective roles and duties and expectations from the mentoring process.
• Transformational educational leadership would include individualized consideration. The leader would have to pay attention to the individual needs of the protégé and customize the mentoring process accordingly.
• Idealized influence is another aspect of transformational leadership. This means that the leader would be leading by setting an example.
• A transformational educational leader would have to inspire and motivate his followers. A mentor is not only expected to lead his protégé but also support them and keep them motivated throughout the process.

References:

Algahtani, A., 2014. Are leadership and management different? A review. Journal of management policies and practices, 2(3), pp.71-82.

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