Situational Approach to Leadership

The Situational Leadership Theory (SLT) serves as a process model that seamlessly integrates into the framework of clinical supervision. This approach entails leaders examining various aspects of a given situation to determine the most suitable leadership style and techniques (Hersey et al., 2001). These components encompass task behaviors, relationship behaviors, and the readiness of followers, which bear direct resemblance to the focal points of supervision, namely skill enhancement, the dynamic between supervisee and supervisor, and supervisee growth. While SLT has historically found application in industry and business domains, we propose that it offers a valuable augmentation to existing supervision models that may not explicitly emphasize leadership development (Kozachuk & Conley, 2021, par. 6).

Situational leaders adeptly tailor their leadership style in accordance with the situation or task at hand. Within the realm of Situational Leadership, four distinct styles emerge: directing, coaching, supporting, and delegating. In the directing style, leaders furnish precise instructions and delineate the necessary steps for successful task accomplishment. The coaching style involves leaders providing guidance and motivation. Alternatively, the supporting style centers on furnishing continuous support to instill confidence in teachers or staff members regarding their performance. Lastly, the delegating style involves leaders assigning tasks to individuals capable of independent work, necessitating minimal oversight.

The article titled "Development-Oriented Situational Supervision: A Leadership Approach to Supervision in Counselor Education" explores the application of Situational Supervision within the context of Counselor Education. This piece highlights how Situational Leadership can be seamlessly integrated into counselor education programs. The authors posit that supervisors possess the capacity to select the most fitting leadership style based on the staff's level of preparedness. Quick situational assessment is pivotal for Situational Leaders to adeptly apply one of the four styles: directing, coaching, supporting, and delegating. Ultimately, the article concludes that the application of Situational Leadership in Counselor Education cultivates a sense of competence and assurance among students, enabling their progression from foundational counseling skills to diagnostics and assessment.

Reference.

Kozachuk, L. A., & Conley, A. H. (2021). Development-oriented situational supervision: a leadership approach to supervision in counselor education. Journal of Counselor Leadership and Advocacy, 8(1), 44–55. https://doi.org/10.1080/2326716X.2020.1835586

Fortaleciendo el Liderazgo en el Aula: Enfoque del Camino-Meta en Entornos de Inglés como Lengua Extranjera

De acuerdo con la teoría de contingencia, el estilo de liderazgo efectivo armoniza con el entorno del grupo al tiempo que mantiene la flexibilidad esencial para navegar situaciones diversas y en evolución (Yazdanmehr et al., 2020, p. 1). Un concepto ejemplar dentro de este marco de la teoría de contingencia es la Teoría del Camino-Meta del liderazgo, que subraya la adaptabilidad basada en las tareas en cuestión y la dinámica del equipo. El enfoque del Liderazgo del Camino-Meta impulsa la motivación, la eliminación de obstáculos y la comunicación clara para lograr objetivos. Los líderes articulan ideas y metas explícitas, facilitando una comprensión integral entre el personal y los profesores de sus roles esperados.

El modelo de Liderazgo del Camino-Meta engloba cuatro estilos: Directivo, de Apoyo, Participativo y de Logro. El estilo Directivo implica instrucciones específicas de tarea, ofreciendo claridad en la ejecución, lo cual es un activo cuando la incertidumbre persiste. Por el contrario, el enfoque de Apoyo fomenta un espacio de trabajo seguro y cómodo. En el estilo Participativo, los líderes colaboran con el personal para idear estrategias alineadas con la situación y la comunidad escolar. Por último, el estilo de Logro establece estándares elevados, impulsando a los profesores y miembros del equipo a sobresalir.

El artículo titulado 'Liderazgo del Profesor y Gestión de Conflictos en el Aula de Inglés como Lengua Extranjera a la Luz de la Teoría de Contingencia de la Gestión de Recursos Humanos: Un Estudio Interdisciplinario' explora el impacto de la Teoría del Camino-Meta en los educadores en aulas de Inglés como Lengua Extranjera. Es notable que la integración de los principios clave de la teoría de contingencia, incluyendo la sensibilidad al contexto, el liderazgo, el logro de tareas y la resolución de conflictos, permanece relativamente inexplorada en el ámbito de la Enseñanza del Inglés como Lengua Extranjera (EILE). Este estudio tiene como objetivo llenar este vacío al investigar el liderazgo del profesor y la gestión del aula (Yazdanmehr et al., 2020, p. 2).

El estudio establece que se alienta a los educadores en aulas de Inglés como Lengua Extranjera a adoptar el estilo de Liderazgo del Camino-Meta como un medio para gestionar eficazmente sus aulas. La conclusión es que el modelo de Liderazgo del Camino-Meta puede servir como un marco adecuado para abordar los desafíos de la gestión del aula en el ámbito de la Enseñanza del Inglés como Lengua Extranjera (EILE) (Yazdanmehr et al., 2020). En esencia, el artículo subraya la utilidad de este enfoque para mejorar el panorama educativo a través de prácticas de liderazgo estratégico.

Referencia.

Yazdanmehr, E., Ramezani, Y., & Aghdassi, F. (2020). Teacher leadership and conflict management in efl classroom in the light of the contingency theory of human resource management: an interdisciplinary study. Theory and Practice in Language Studies, 10(8), 916–927. https://doi.org/10.17507/tpls.1008.09

Enhancing Classroom Leadership: Path-Goal Approach in English as a Foreign Language Settings

 "In line with contingency theory, effective leadership style harmonizes with the group's environment while retaining essential flexibility to navigate diverse and evolving situations" (Yazdanmehr et al., 2020, p. 1). An exemplary concept within this contingency theory framework is the Path-Goal Theory of leadership, which underscores adaptability based on tasks at hand and the team's dynamics. The Path-Goal Leadership approach propels motivation, obstacle removal, and clear communication to attain objectives. Leaders articulate explicit ideas and goals, facilitating a comprehensive understanding among staff and teachers of their expected roles.

The Path-Goal Leadership model encompasses four styles: Directive, Supportive, Participative, and Achievement. The Directive style entails task-specific instructions, offering clarity on execution—an asset when uncertainty lingers. Conversely, the Supportive approach fosters a secure and comfortable workspace. In the Participative style, leaders collaborate with staff to devise strategies aligned with the situation and school community. Lastly, the Achievement style sets high benchmarks, propelling teachers and team members to excel.

"In line with contingency theory, effective leadership style harmonizes with the group's environment while retaining essential flexibility to navigate diverse and evolving situations" (Yazdanmehr et al., 2020, p. 1). An exemplary concept within this contingency theory framework is the Path-Goal Theory of leadership, which underscores adaptability based on tasks at hand and the team's dynamics. The Path-Goal Leadership approach propels motivation, obstacle removal, and clear communication to attain objectives. Leaders articulate explicit ideas and goals, facilitating a comprehensive understanding among staff and teachers of their expected roles.

The Path-Goal Leadership model encompasses four styles: Directive, Supportive, Participative, and Achievement. The Directive style entails task-specific instructions, offering clarity on execution—an asset when uncertainty lingers. Conversely, the Supportive approach fosters a secure and comfortable workspace. In the Participative style, leaders collaborate with staff to devise strategies aligned with the situation and school community. Lastly, the Achievement style sets high benchmarks, propelling teachers and team members to excel.

The article titled 'Teacher Leadership and Conflict Management in English as a Foreign Language Classroom in the Light of the Contingency Theory of Human Resource Management: An Interdisciplinary Study' explores the impact of the Path-Goal Theory on educators in English as a Foreign Language (EFL) classrooms. Remarkably, the integration of contingency theory's key tenets, including context sensitivity, leadership, task accomplishment, and conflict resolution, remains relatively unexplored in the realm of English Language Teaching (ELT). This study aims to fill this gap by investigating teacher leadership and classroom management (Yazdanmehr et al., 2020, p. 2).

The study establishes that educators in English as a Foreign Language classrooms are encouraged to adopt the Path-Goal Leadership style as a means to effectively manage their classrooms. The conclusion drawn is that the Path-Goal Leadership model can serve as an apt framework for addressing classroom management challenges in English Language Teaching (ELT) settings (Yazdanmehr et al., 2020). In essence, the article underscores the utility of this approach for enhancing the educational landscape through strategic leadership practices.

Reference.

Yazdanmehr, E., Ramezani, Y., & Aghdassi, F. (2020). Teacher leadership and conflict management in efl classroom in the light of the contingency theory of human resource management: an interdisciplinary study. Theory and Practice in Language Studies, 10(8), 916–927. https://doi.org/10.17507/tpls.1008.09