Othello as a Tragic Hero Essay

One of the most obvious focal point of disagreement about Othello is whether Othello was a tragic hero or not according to the classic conception of a tragic hero; whether his characterization, personal attributes make him fall into the domain of Aristotelian concept of tragic hero; Whether or not he possessed a tragic flaw. To Swinburne, Othello was â€Å"the noblest man of man’s making†. (Swinburne)But T. S. Eliot, on the other hand spoke unfavorably of his â€Å"cheering himself up†, (153) and came out with a celebrated critical term â€Å"Bovarysme†. Robert H.  Heilman (1956) comes very close to restating the Eliot position when he says; â€Å"Othello is the least heroic of Shakespeare’s tragic heroes. † (p. 166) The identification of Othello’s hamartia differs from reader to reader and from critic to critic. Some critics are of the view that excessive Egotism and self-confidence of Othello remain the main cause of his tragedy. He harbors unjustified suspicions against Desdemona. He had a trustful nature and he is thorough in his trust of Iago. (Bradley, 1965. p. 213. Jealousy overpowers him and he lacks self-control. It is hardly likely that even a combination of all these would be equal to what Aristotle considered to be a serious hamartia, and he exhibited any of the failing mentioned above. It would hardly be logical to say that the Othello was punished for crime in the yes of the divine. Another view is that the present failings of Othello may be taken to means that he was he was always like that, and his tragedy comes due some inherent or innate unsoundness in his character. However we get no indication of this in the play. The conception of the tragic hero that we gather from Aristotle’s Poetics is that he is a highly esteemed and prosperous man who falls into misfortune because of some serious hamartia i. e. tragic flaw. Aristotle gives the example of Oedipus and Thyestes, which means that according to him, it was Oedipus’ hamartia that was directly responsible for his fall. Although the meaning of hamartia is far from certain, its most frequent applications is in the sense of false moral judgment, or even purely intellectual errors. Among Greeks no sharp distinction between the two existed. It is generally believed that according to Aristotle the hamartia off Oedipus consists in some moral faults and it has been tried to identify various moral faults in Oedipus. Othello also possessed these moral flaw and his tragedy only comes due to these moral flaws, So according to Aristotelian conception, Othello is a tragic hero as he is a larger than life character and has tragic flaws that bring his destruction. Distinguished Professor Butcher has identified four possible range of meaning of Aristotle‘s Hamartia i. . tragic flaw. The foremost of these connotations is an error due to unavoidable ignorance of circumstances whereas an error caused by unawareness of conditions that might have been identified and for that reason to some extent morally blameworthy is another manifestation of the sense in which the term hamartia was used by Aristotle. The third sense is â€Å"A fault or error where the act is conscious and intentional, but not deliberate. Such acts are committed in anger or passion. Where as fourth one is â€Å"A fault of character distinct, on the one hand, from an isolated error, and, on the other, from the vice which has its seat in the depraved will†¦a flaw of character that is not tainted with a vicious purpose. † This essay will try to analyze all these manifestation of tragic flaws present in the character of Othello to manifest that he was a tragic hero. The character of Othello possesses an aura of personality that makes him distinguished as well naive and unrefined as compared with other characters in the play and other Shakespearean protagonists. That is the sole reason that why he fell a prey to Iago’s plot. Iago told Roderigo, â€Å"O, sir, content you. I follow him [Othello] to serve my turn upon him â€Å"(I, i lines 38-9). Iago explains that only follow Othello to certain extent. A rudimentary supposition is that as the murder of Othello’s wife Desdemona is the result of deceitfulness of Iago, so himself remained a victim to the evil genius of Iago. Othello’s wrath was a product of his impulsiveness, the inherent flaw in his character, but that was utilized and triggered by the machination of Iago. The offense of Iago – to conspire the demise of the Moor – is worse since it is embedded in a shrewd mind with organized attempt whereas the wrongdoing of Othello was the result of his naivete. He was blindfolded by a thorn in the heart and mind. But his sin can not be justified only on this ground as there were various methods to check the blameworthiness. However, it can be illustrated that Othello permitted himself to be influenced by Iago’s proposition of the unfaithfulness of Desdemona. Iago only provides a justification that was needed by Othello. Some critics are of the view that Desdemona’s murder is an outcome of Othello’s excessive arrogance and his impulsiveness to decision-making. A. C. Bradley ponders over the dispositions and nature of Othello and says in this regard; â€Å"The sources of danger in this character are revealed but too clearly by the story. In the first place, Othello’s mind, for all its poetry, is very simple. He is not observant. His nature tends outward. He is quite free from introspection, and is not given to reflection. Emotion excites his imagination, but it confuses and dulls his intellect. On this side he is the very opposite of Hamlet, with whom, however, he shares a great openness and trustfulness of nature. In addition, he has little experience of the corrupt products of civilised life, and is ignorant of European women. † (p. 217) Despite this major flaw, he possessed some distinct personality traits. His has the capacity to build positive and reciprocal relationships and to take a number of steps to persuade. He possesses the capability to tailor an approach to appeal to the needs of a particular audience and an example of this relationship building is his genuine companionship with Iago. But again this trait of Othello is used against him as Iago takes advantage of his trust and design more evil plots against him. Although Othello possesses some evil propensities but he is capable of preventing these base and evil instincts to dominate him. In order to locate the degree and gravity of his sins, his motives fro his evil actions must be taken into consideration. It can be argued that his sins are product of weak mental faculties and some inherent flaws in his character. It was further enhanced by the manipulation of Iago instead of his pride. His action of murdering Desdemona was also not due to deficiency of confidence as he was a strong leader as manifested by his ability to command military and various other states affairs. But his leadership does not mean that he was forfeited against personal fantasies and whims of imagination. Othello’s basic dilemma was that he was in a totally new socio-cultural milieu. He was in a new city with a new bride who was graceful and young. Furthermore, Othello was in deep love with her does not know her well. He was uncertain about Desdemona decision to select him as her husband, and can only comprehend one clarification, â€Å"She lov’d me for the dangers I had pass’d. † (I,iii,167) He is aware of the prevailing environment of prejudice and bias in Venice and without doubt must inquire why Desdemona would against her own norms and values and associate white Venetians by marrying an outsider. All these added suspicion in his minds before Iago begins his conniving plot. Although Desdemona was an epitome of love and care for her, but his preconceived notions cannot enable him to believe in her love unreservedly. His response to his skeptic mind is to put Desdemona on a pedestal, making her an â€Å"emblem of purity and trustworthiness† ‘Tis not to make me jealous/ To say my wife Is fair, feeds well, loves company, Is free of speech, sings, plays, and dances well. / Where virtue Is, these are more virtuous. Nor from mine own weak merits will I draw/ The smallest fear or doubt of her revolt, For she had eyes, and chose me. (3. 3. 180) Othello arrived at the conclusion that Desdemona’s consideration and virtue only capacitated her to feel affection for the unlovable — an unstable culmination originating from his low self-worth. When Iago cast away this fictitious idealism with his evil designs, he is merely strengthening what Othello considers profoundly to be thoroughly possible i. e. that Desdemona could love another man. Iago is on hand to verify Othello’s primary doubts: Ay, there’s the point! as (to be bold with you)/ Not to affect many proposed matches/ Of her own clime, complexion, and degree, / Whereto we see in all things nature tends †¦ Her will, recoiling to her better judgement,/ May fall to match you with her country forms, / And happily repent. (3. 3. 228) So all these facts, arguments and supported evidence clearly manifest that Othello was a lager than life character and his tragic flaw contributes toward his tragedy. It is both an amalgam of self-infliction and circumstances beyond his control. He is a noble character but when things go wrong and pressures builds up, Othello’s inadequacies are revealed like the cracks in the dam. This makes him a tragic hero according to very conception of Aristotle. A. C. Bradley refutes the point of view that Othello was not noble and has no characteristics of a tragic hero. He is of the view; This character is so noble, Othello’s feelings and actions follow so inevitably from it and from the forces brought to bear on it, and his sufferings are so heart-rending, that he stirs, I believe, in most readers a passion of mingled love and pity which they feel for no other hero in Shakespeare, and to which not even Mr Swinburne can do more than justice. Yet there are some critics and not a few readers who cherish a grudge against him. They do not merely think that in the later stages of his temptation he showed a certain obtuseness, and that, to speak pedantically, he acted with unjustifiable precipitance and violence; no one, I suppose, denies that. (p. 221)

Sexuality in Bram Stokers Dracula

In this article we will examine the role of sexuality in Bram Stokers Dracula and how major a role it plays in the book. Because of certain aspects in the writers life and because of certain symbolism a great deal of sexual meaning has been given to every aspect of the book. The character and physical description of Dracula in the novel are very sensual in nature. The other female vampires appear to the reader to be even more sexual and the male characters are strongly attracted to them despite the ever-present realization that the vampires are foul beings.Sexuality in the novel There are many scenes in the novel which despite Bram Stokers denial to admit it appear to have many sexual connotations. These suggest that enhanced sexuality almost a by-product of vampirisim. One of which occurs with Jonathan Harker while trapped in Draculas castle gives very physical descriptions of the vampire one of which I have quoted below:‘There he lay looking as if youth had been half-renewed, for the white hair and moustache were changed to dark iron-grey; the cheeks were fuller, and the white skin seemed ruby-red underneath; the mouth was redder than ever, for on the lips were gouts of fresh blood, which trickled from the corners of the mouth and ran over the chin and neck’ (Stoker- Chap 13) Other scenes involving Lucy are also intensely physical. Lucy even as a human an unstable woman who is attracted to three different men between whom she cannot decide.When she becomes a vampire it seems that she has cast aside any sexual inhibitions. The following description shows the intensely sexual desire she is creating ‘†¦ her breast heaved softly †¦ And then insensibly there came the strange change which I had noticed in the night †¦ the mouth opened, and the pale gums, drawn back, made the teeth look longer and sharper than ever †¦ and said in a soft voluptuous voice, such as I had never heard from her lips: ‘Arthur! Oh, my love, I am so glad you have come! Kiss me! ‘(Stoker- Chap 16, 4)When the sexual aspect of the book is admitted to then it can be seen as symbolic of a breaking out of the repressed environment of the Victorian ages. Indeed after the novel was explored it was seen as full of all forms of sexual symbolism. Professor Miller complains repeatedly in her article that the book is being over examined for sexual references Although as she states that the book has probably been over analyzed for sexual references there are many sexual references in the book. A quote from Eric Kwan-Wai Yu’s article‘Whatever shapes of fear vampirism might evoke elsewhere, in this novel the dominant form has to do with sexual menace or the dreadful perception of sexual perversity. In fact, even the most erotic scene ends with utter revulsion and the chilling recognition of demonic threats posed by the Other’ shows that his interpretation indicates a great deal of sexual connation and the confusion created by the use of language between blood-letting and the sexual act. ‘Lucy is described as seductive, demonic, and bestial at the same time, and there is again the deliberate confusion of sex with cannibalism’However Professor Miller states that there is no conclusive proof within Bram Stokers life or the novel which would justify the kind of interpretations that have been made. However there are many indications that repressed sexuality is a powerful undercurrent in the book which both repulses and attracts. Jonathan Harker is unwillingly attracted to the three vampiric women and is sickened by himself . The scene in which Dracula subdues Mina is interpreted as such by Eric Kwan-Wai Yu explains that Stoker ‘subverts gender definitions and behavioral expectations which keep the imperial subject in place.’ He suggests that there is the feeling of something missing as he compares the time when Harker lies by when Dracula comes to Mina and when Dracula fi rst comes to Mina. He draws similarity in their behaviour. Feminist interpretation Another important accept of the sexuality in Dracula is that it is associated with evil and corruption and in contradiction with the divinity of God. There is a distinctive clash of good and evil in the book although these lines get blurred when Mina is bitten.The two characters of Van Helsing and Dr Steward are specifically very aware of their duty towards God. ‘Thus are we, ministers of God's own wish: that the world, and men for whom His Son die, will not be given over to monsters, whose very existence would defame Him. He have allowed us to redeem one soul already [i. e. , Lucy's], and we go out as the old knights of the Cross to redeem more. Like them we shall travel towards the sunrise; and like them, if we fall, we fall in good cause. (Stoker, 278 , )’(qtd by Yu)The sacrifice of Lucy is an example of how far they are willing to go to fulfill this duty. How sexuality is associated w ith the evil and corruption of vampirism is associated with is made clear in Eric Kwan-Wai Yu’s essay when he talks about how Lucy’s â€Å"voluptuousness,† is a projection of men’s suppressed desires and how this guilt of desiring her is turned into shameful brutal aggression and the act of destroying the vampire Lucy can be interpreted as destroying what is sexual in her and ‘murdering the â€Å"devil temptress† can be further rationalized as an honorable duty’Here they are destroying Lucy the vampire but it can be interpreted as suppression of her sexuality if we read the description of Lucy after the stake has been driven. ‘but Lucy as we had seen her in life, with her face of unequalled sweetness and purity ,†¦. One and all we felt that the holy calm that lay like sunshine over the wasted face and form was only an earthly token and symbol of the calm that was to reign for ever’. The association of sex with evil is an extremely common one.Many visual interpretation of the devil show him a creature with over-sized genitals so the symbolism of vampirism with sex does make sense. This if interpreted as a suppression of women’s sexuality can be seen as a suppression of women. Judith Weissman states the fight against vampirisim and the fight to reclaim Mina is to keep women from knowing what men and women all of the ages have known that women’s sexual appetites are greater then mens. (qtd in Miller)It is also interesting to note that Mina after the destruction of the vampire Mina goes back home to be a wife and a mother but when she is infected and Dracula is alive she is an intelligent women who is an integral member of the group who destroys Dracula. She shows mental fortitude by going to mental contact with Dracula while struggling to maintain her own identity and not be overwhelmed by him. Perhaps the interpretation can be extended further then sexuality over here it could be see n as an effort and a fight to keep women on the same roles as they have been performing and to avoid change.The scene in which Dracula cuts his breast and forces Mina to drink from it drink from it as mentioned in earlier seems to have ‘subverted gender definitions’. Protestant Work ethic An important point in Eric Kwan-Wai Yu’s analysis is that this sexual fear and repression creates a powerful Puritan work ethic in the ‘Crew of Light’. Minas vampirism and her deep fear of turning into the ‘Undead ’ is what pushes her to work hard and use her intellectual capacities to their fullest.Yu states ‘The main thrust of my argument is that fear aroused by the paranoiac perception of sexual perversity begets a curious kind of work ethic in the imperial subject, reaffirming Enlightenment reason and scientific progressivism while, at the same time, betraying the very unreason in reason and the profound anxieties underneath the confidence in progress ’Yu also sees Dracula as a highly educated man who is thirst for more knowledge. The sexual aspect can lead us to forget this.He also states that one can see Van Helsing as representative of objectiveness of all the qualities of rationality that the Enlightenment extols and vampirisim is representative of everything that violates reason . Vampirisim explains what is uncanny and ‘unplaceable’ in the enlightened age and the violence of reason itself. This violence of reason is the brutal way in which Lucy has to be killed so that her soul is reclaimed and she is saved.Van Helsing is the voice of this reason who remains calm even when planning in what way to finish Lucy. The fear of this group from vampirism which pushes them towards hard work is shown as being symbolic of the sexual fears that created the Puritan work ethic. This theme again connects vampirism and sexuality. Symbolism Also a part of the book are the sexual symbols. For example the stake be ing symbolic of the phallus. However Professor Miller believes that perhaps at times a wooden stake is just a wooden stake.Even William Myers despite his assertion that the book is erotic in content also states that it is important to note that our interpretation depends on the time we live and all the movies depicting Bram Stoker’s Dracula as intensely sexual are bound to do this because today’s movies require that they do and not necessarily because the book itself is that sexual. ( For the Purity of Our) Conclusion In conclusion it can be said that book does allow for sexual connotations and despite Bram Stokers denial it can be said that repressed sexuality is a part of the book.This allows for an interesting conclusion by Yu which states that the book is symbolic of the fear of sexuality resulting in the Puritan Work ethic. The feminist perspective states that it can be linked to suppression of specifically female sexuality. A scene considered representative of th is is the staking of Lucy who is so sensual and voluptuous before the staking and is purified and redeemed after its There is of course the sexual symbolism in the book.However it is important not to over-interpret or read into works simply because it suits the age in which we live. Work Cited Stoker, Bram. Dracula Bibliomania Online Yu, Eric Kwan-Wai ‘Productive fear: labor, sexuality, and mimicry in Bram Stoker's Dracula. (Critical essay)’ Texas Studies in Literature and Language. 06/22/2006 Miller, Elizabeth ‘Coitus Interruptus: Sex, Bram Stoker, and Dracula’ Romanticism on the Net Issue 44, November 2006 Meyer William ‘For the Purity of Our Precious Bodily Fluids: an Essay on Eroticism in Vampire Films’ Latent Image Spring 2000

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Operations Decision - Determine the market structure in which the Term Paper

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Final Exam Coursework Example | Topics and Well Written Essays - 1500 words

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Merit & Public Goods Essay Example | Topics and Well Written Essays - 500 words

Merit & Public Goods - Essay Example The services provided by the government to some extent are related to the public goods, the merit goods, and the private goods. However, the relationship varies most when it comes to the public and the private goods as they involve the government. The public goods mostly revolve around, justice public order and defense; the merit goods revolve around education, health, and the other services that the private sector can provide. The relationship between the private and the merit goods differs totally from the relationship between the private and the public goods; hence, finally the government and the private consumption complement each other (Savas, 2005). The public goods are often under provided by a free market, as its characteristics are usually non-excludability and non-rivalry. Non rivalry means that the consumption of goods does not reduce the amount available for the other residents in the public, For example, the people benefiting from lights in the street cannot reduce the amount of light for the others. Non-excludability is only possible when the provision of a certain good also results in the enjoyment of others, for example, the provision of law and orders. Non excludability means that one cannot prevent the ‘free riders from enjoying the good or services, in many cases the provider of the good or the service cannot charge for the consumption of the good. In non-rivalrous consumption, the issue of the free rider effect comes in (free ride problem comes in as one is unable to prevent other from enjoying the good). The private cases are more complex than public and the merit goods, even with the problem of the free rider effect private goods and services pose more problems than the public and merit goods. In most cases the private good and services need to be bought for consumption, the goal of the producer or the service in the case of private goods is to make profits. Without the incentive to create revenue than the private good

Organization Psychology and Behavior Essay Example | Topics and Well Written Essays - 750 words

Organization Psychology and Behavior - Essay Example organizations assign responsibility to its people, develops hierarchy, discusses rules and regulations and how these elements collaborate together in affecting the overall life of the organization. This frame revolves around how an organization keenly steps forward to develop, train, manage, motivate and reward its employees. For majority of the organizations, their employees are their key assets. This frame also deals with issues that can give rise to employee satisfaction, retention, training and development. The frame revolves around the political aspects within an organization. It defines that how one can gain power; lose the authority, competition for scarce resources and the ability and the need to establish coalitions with other people. It also discusses that how people make new relations and cultivates friendship with other people within an organization on the basis of loyalty and negotiation skills. This frame discusses that how an organizational culture, the symbolic behaviors of the employees, rituals, organizational development, creativity, communication and organization represents itself through it’s vision, mission, values and goals. The ‘Safety Memo’ issue can be resolved if all and everyone in the organization have focused more on its hierarchical level. The Structure of the company was itself a problem; giving rise to many problems such as the loss control process by different individuals. The gap between different levels of managements has given rise to communication gap and therefore, it is one of the reasons that the company should focus on enhancing its hierarchical structure in more organized manner. It is important for the employees to resolve their issues verbally with each other rather accusing one another for the mistakes. It is also very important for the organization to build trust between employees in a working sphere. Every team or employee should have a strong reporting end that can defend his team or employees in front of

Brief Introduction of Abbottabad and Pakistani Support Network Essay Example for Free

Brief Introduction of Abbottabad and Pakistani Support Network Essay The world’s most wanted terrorist Osama bin Laden was killed on May 2, 2011 in a US Navy SEALs raid at a compound in Abbottabad, Pakistan. He was 54 years old at the time of his death. The news of Osama’s death spread like a wild fire in the entire world. It was a huge victory for the U.S. in the war against terrorism and to eradicate Al Qaeda and a huge defeat to Al Qaeda. The news created a mix reaction in the world. In the U.S., crowds of young and old poured out on streets late at night chanting â€Å"USA, USA† while half way across the world in Pakistan, where Osama was killed, crowds were enraged at his death, held rallies and chanted â€Å"death to America,† and held mock funerals in his honor. Before going in to the details of the background and aftermath of his death, a brief introduction of the city of Abbottabad is very significant which shows why Osama was staying there. Abbottabad is located in Northern Pakistan and is famous for its cool weather and beautiful terrain. It is the Aspen of Pakistan. Since, my family is from that region, hence growing up I used to spend my summers there. It was a summer getaway hill spot for us and the city was always crowded of tourists from across the world. It is a heaven for the retirees too. As Osama was getting old and weak, this city was a best place for him to stay as it had a mixture of both urban facilities and natural scenery. See more: how to start a paragraph According to the U.S government, Osama was hiding in Abbottabad for about five years as one headline at CNN’s website states, â€Å"Officials: Bin Laden complacent in Pakistan, no sign of escape plan.† The question arises how he got in Pakistan and was able to stay there and had no plans to flee. A hypothesis can be made that Osama had a deal with Pakistani intelligence agencies and was able to escape from Afghan mountains to a comfortable city of Abbottabad. This city houses Pakistan Military Academy (PMA) where every year thousands of army soldiers are trained. The whole city is built around Army barracks, schools and hospitals. The security of Army institutions and personnel had increased many folds due to the suicide attacks in recent years. A follow up question arises how Pakistani government and intelligence not knew where Osama was hiding. He was living peacefully under the nose of the military base camp. Living in Pakistan for 19 years, I often read this phrase in newspapers saying, â€Å"Even a bird can’t fly without the orders of ISI.† ISI is a famous Pakistani intelligence agency known for its role in South East Asian conflicts. ISI has been using jihadi militants to keep a check on Pakistani politicians, on Indians in Kashmir and on the government in Afghanistan. I personally think ISI knew where Osama bin Laden was, had a deal with him, provided him protection with a huge compound with barb wired high walls and security cameras and that is how he was able to stay so comfortably in Pakistan. I have absolutely no doubt that Pakistani intelligence did not know where he was. After Osama’s death, according to CNN’s website, Al Qaeda vowed to attack Pakistanis and Americans. Al Qaeda proclaimed that Osama’s death was because of â€Å"handful of traitors and thieves.† This statement clearly shows that Al Qaeda had a deal with handful of officials in Pakistani government or ISI to gain protection for their leader. Without Pakistanis protection, it would not have been possible for a foreigner like Osama, who could not even speak the local language, â€Å"hide† in Pakistan for several years. Works Cited: * Al Qaeda threats, terror plans surface. (06 May 2011). Retrieved from http://articles.cnn.com/2011-05-06/world/pakistan.bin.laden_1_bin-laden-terrorist-network-sheikh-osama-al-qaeda?_s=PM:WORLD. Date accessed: 12 May 2011. * Starr, B., Benson, P. (12 May 2011). Officials: Bin Laden complacent in Pakistan, no sign of escape plan. Retrieved from http://www.cnn.com/2011/WORLD/asiapcf/05/12/us.bin.laden.compound/index.html?iref=allsearch. Date accessed: 12 May 2011. * Walsh, D., Adams R., MacAskill, E. Osama bin Laden is dead, Obama announces. (2 May 2011). Retrieved from http://www.guardian.co.uk/world/2011/may/02/osama-bin-laden-dead-obama. Date accessed: 12 May 2011.

Theories of Leadership in Schools

Theories of Leadership in Schools CHAPTER TWO LITERATURE REVIEW Introduction Schools organizations are involved into reform, change, and improvement efforts and process stemming from a desire for renewal, gaps in performance results, advancements in knowledge, mandates, and other societal deficits where responsibility has been delegated to schools (Evans, 1996). According to Fullan (2000) and Mai (2004) the problem for school organizations seeking to effectively improve or change centers on what behaviors, strategies, or structures contribute positively to organizational learning and renewal in a way the produces the capacity for sustainability in order to make a positive difference for students. Foster (2001) discussed that while the majority of past theories on school leadership have focused upon the capabilities of one individual, this accepted belief of a solitary leader is now being challenged as traditional models of leadership and organizational change are being analyzed. Thus, instead of viewing leadership as a role for one person, leadership is now being redefined as a practice shared among many individuals (Harris, 2003). Distributed leadership involved with creating joint responsibility for leadership activities. Interesting is the focus on shared learning and developing leadership capabilities. Shared leadership is used as synonym for democratic leadership, and collaborative leadership. Practitioners use it to create effective school leadership, or improving schools, or to study leadership. Building leadership capacity means broad-based, skillful involvement in the work of leadership. There is a need of significant number of skillful teacher leaders who understood the shared vision in the school, and are able to carry it out. Also the work involves reflection, inquiry, conversations and focused action professional behaviors that are an integral part of daily work. Understandings and skillfulness involve more than the knowledge of an innovation. The skillfulness focused is those skills of leadership that allow other teachers to capture the imagination of their colleagues, enable them to negotiate real changes in schools and negotiate any conflicts that arise in organization (Harris and Lamber, 2003). In order to build leadership capacity for school improvement the U.K. Open University suggested the following main characteristics: Surface, clarity and define values, beliefs, assumptions, perceptions and experiences ; inquire into practice; construct meaning and knowledge ; frame action and develop implementation plans. The Cyprus Educational System is open to a wide range of influences, which create the need for change and improvement. The strategy of the Ministry of Education in Cyprus is to proceed with the Educational Reform Program in order to fully achieve the goal of an all inclusive, democratic and human school, which embraces all students equally and provides education to each and every pupil according to his/her needs. Educational Reform was launched in January 2005, following a report by a Committee of seven academics which identified the weaknesses of Cyprus Educational System and the areas in need of reform. UNESCOs Report at the end of 90s come to the summarized conclusion that â€Å"The administrative system of governing and monitoring of the Ministry of Education and Culture remains strictly centralized, bureaucratic and inflexible.† The main goal is to restructuring of Ministry of Education and Culture by modernize the organizational structure for all the departments. School Reform, Change and Improvement A lot of efforts about improving education have become national and international in scope, beginning in 1983 in USA with â€Å"A Nation at Risk† and recently â€Å"No Child Left Behind† federal legislation, (2001). Elmore (2002) explains that is not enough to focus solely on these new reform standards requirements. Continuing school improvement for all students achievement will need to develop and sustain a school climate where everyone is committed to learning and everyone is accountable for pupil achievement. Sheppard (2003) proposed that school leadership is critical for improving pupil achievement. Leithwood and Riehl (2003) according to their research findings concluded that leadership has a significant effect on student learning, curriculum and teacher instruction. Some researchers like Hallinger and Heck(1998) suggest that school survival today is depending of the effective leadership that can guide schools through the challenges of improving student achievement . Fullan (2001), Lunenburg and Ornstein (2004) support that effective leadership at all levels of the educational system is critical. Also organizations cannot flourish on the actions of the top leaders alone. They suggested that schools need many leaders at many levels. Neuman and Simmons (2000) discussed that leadership is the job of the whole educational community, and learning becomes the focus and primary value for every member. Whilst the quality of teaching strongly influences levels of pupil motivation and achievement, it has been consistently argued that the quality of leadership matters in defining the motivation of teachers and the quality of teaching in the classroom (Fullan, 2001; Sergiovanni, 2001) Recent studies of effective leadership have described that authority to lead can be dispersed within the school in between and among people (MacBeath, 1998; Day, Harris and Hadfield, 200; Harris, 2002). Leadership is actually separated from person, role and status and is primarily concerned with the relationships and the connections among individuals within a school. Distributed, shared or teacher leadership is well developed and grounded in research evidence. Distributed Leadership implies a redistribution of power and re-alignment of authority within the school. Main goal is the creation of the conditions in which people work together and learn together. By giving authority to teachers and empowering them to lead leadership is emergent rather than as a fixed phenomenon. Literature review about Leadership consists of a number of leadership theories, styles and approaches. The most of these theories on school leadership have focused on individual capabilities. Recently this believes are challenged because of organizational changes and reform in our educational system. Leadership is now being re-defined as a practice distributed among many individuals (Harris, 2003). I believe that today the concept of distributed leadership is receiving much attention and growing empirical support (Spillane, 2006). The focus is oriented not upon the characteristics of the leader but upon creating the climate for shared learning and developing leadership capabilities. Spillane and Diamond (2007) discussed that distributed leadership is used as a synonym for democratic leadership, shared leadership, and collaborative leadership. In many cases distributed leadership is used to create effective school leadership, others use it for improving schools, and some for leadership research. In order to contribute to the necessary transformation of our schools, school improvement demands learning that is encourages lifelong personal and social experience. The teacher needs to feel that not only can she/he believe in school improvement, but that she/he is making her/him own contribution, and is involved in the improvement process. Improvement is something no-one would want to avoid, like good food. We argue that school improvement must be related to the re-examination of the purposes of schools in the future. The globalization of economic activity has transcended national boundaries and has created unprecedented social relations mediated through global economic practices. School improvement strategies need to move away from organizational issues and take more account of the voices of those most involved the young people themselves as well as their teachers. Today in many countries like USA schools and states emphasize on school reform and improvement by consider those factors that influence the implementation and sustainability of improvement efforts (Sergiovanni, 2006; Hall and Hord, 2006). According to the writers school improvement initiatives demand resources like additional personnel, time, money, staff development, instruments and space. For example Sergiovanni (2006) suggested that schools must institutionalize the allotment of resources to provide for the longevity of the school improvement initiative. Another main resource element necessary for school system is the school culture. School culture influences the degree to which an improvement initiative is successfully implemented (Jazzar Algozzine, 2006). Leadership Practices of Effective Head Fullan (2003) examined that principals are often the key to school improvement efforts and also he identified barriers to improvement often noted by school heads. It is important when school improvement and reform initiative is implemented from the state level, building managers must be able to encourage and motivate their staff to successfully implement the initiative. (Leithwood, Louis, Anderson, and Wahlstron, 2004). School head is a key element for school improvement efforts regardless of system imposed barriers such as not clearly identifying the heads responsibilities and lack of leadership training provided for school principals. Most important step for improvement implementation in schools is the creations of supporting culture environment for change. Heads need to establish such cultures in the following situations: In developing of policies and procedures which facilitate the improvement process. By establishment of patterns so that individuals can work together as they strive for improvement. By focusing on collaborative relationships with numbers of staff and other administrators. By teacher development and learning activities focused on the improvement initiative. By assessment of the procedures in order to evaluate and monitor improvement sequences of actions. By discussing any success according the improvement implementation. By motivate staff members for their success as they engage in improvement. The literature on effective leadership emphasize on those essential characteristics for leading school improvement. Especially Kouzes and Posner (2002a) have conducted research on the practices and skill of effective leaders by identified five practices and ten corresponding commitments that all leaders demonstrate. Kouzes and Posner (2000) practices are presented by Balcerek (1999, p.4) in a table of leadership model. Ten Commitments of Leadership Practices Commitments Model the Way 1 Find your voice by clarifying your personal values 2 Set the example by aligning actions with shared values Inspire a Shared Vision 3 Envision the future by imagining exciting and ennobling possibilities 4 Enlist others in a common vision by appealing to shared aspirations Challenge the Process 5 Search for opportunities by seeking innovative ways to change, grow, and improve. 6 Experiment and take risks by constantly generating small wins and learning from mistakes. Enable Others to Act 7 Foster collaboration by promoting cooperative goals and building trust. 8 Strengthen others by sharing power and discretion Encourage the Heart 9 Recognize contributions by showing appreciation for individual excellence. 10 Celebrate the values and victories by creating a spirit of community Leadership Capacity in School Organization Today teachers need initiatives to develop, learn, practice, evaluate, and debate in order to successfully change practice necessitating supporting leadership for change (Hargreaves and Fink, 2004). Change leaders focus on the development of teachers knowledge, skill and learning within a professional community and worked on changing the content in order to create new settings conducive to learning and share (Fullan, 2000b). In a school organization, the formal role of the leader was typically the head, but successful leaders in the leadership of change realized that sustainability of improvement was found in collective learning and the development of leadership capacity within colleagues of the school (Lambert, 2005a). Sergiovanni (2005) emphasize on head responsibility on serving as a leader of change by building and cultivating the leadership capacity of others in school. It is important for successful heads to focus on building leadership capacity in a number of good leaders within the school organization who could sustain improvement. By establishing the conditions for developing the skills, knowledge, and abilities of others during the change process, the leader enriched the schools efforts for renewal and advanced the improvement process (Mai, 2004). Effective school heads during change envisioned an expanded view of leadership in order to sustain meaningful long lasting changes. The school change process support that leadership was not viewed as the individual role, but rather as an organizational concept that leads to school improvement. Leadership is found within the culture of a school organization that promoted the advancement of the capabilities of many members to lead. Lambert, (2003) described that leadership accepted collective responsibility for school improvement and leadership capacity was realized when a school staff is participate in dialogue, and reflection to achieve student performance goals. Leadership capacity support schools in moving beyond the implementation phase of change towards sustainable improvement. Teachers leadership and effective leaders plan for sustainable leadership focus on culture of initiative and opportunity within the school (Hargreaves and Fink, 2003). Leadership capacity provides others with opportunities, resources, training, and support structures for collective learning with accountability. Leadership capacity is about learning communities promoting leadership for all participants share and understood the contributions made by each member toward the school purpose (Lambert, 2005b). Theories of Leadership Leadership historically has been defined in different ways by various writers on leadership. Authors who write about leaders emphasize on personal skills and characteristics of individual in specific roles within the organization. Some others authors focus on leadership by determining functions, which performed by person in the organization. Leithwood et al (1999) and Yukl (2002) agreed that some definitions about leadership are more useful than others, but there is no complete definition. Harris (2002) and Leithwood (2001) discussed distributed leadership as an alternative to traditional leadership models. According to Owava and Bosset (1997) leadership flows through the networks of roles that comprise organizations and is based on the deployment of resources that are distributed across the network of roles, with different roles having access to different levels and types of resources. Most of the theories included their meaning in key words like â€Å"followers†, â€Å"authority†, and â€Å"decision making†. Measures of personality have been shown to correlate with ratings of leadership effectiveness. Leadership exists within a single person and a situation. Leaders are also involved in managing the culture by establishing strategic direction, communicating that direction and defining the organizational vision and values. The National College for School Leadership (NCSL, U.K) in 2003 identified eight models of leadership: Instructional, transformational, moral, participative, managerial, post-modern, interpersonal, and contingency leadership (Bush and Glover, 2003). Successful leadership is when the influence brings about the behavior and results that were intended by the leader. Effective leadership is when successful leadership results in functional behavior and the achievement of group goals. Knowledge, personal qualities or charisma of the leader and the manner in which authority is exercised are variables for leadership. Elements that made leaders successful in the twentieth century may not be the same elements needed in the future. Leadership needs to be continually studied and investigated in order to be more effective and successful. Yukl (2006) described that leadership effectiveness is differ among researchers based upon the researchers definition of leadership. Self-Evident Theoretical Approach The â€Å"Great Man Approach† is the first theory of leadership, also called â€Å"Self-Evident Theory†. Glasman and Glasman (1997) identified this theory, which assumed that leaders are born and not made and that instinct is more important than training. The criteria for selecting leadership characteristics in this model are still confusing and unclear. Trait Theory Stogdill (1948) conducted a meta-analysis of 124 empirical studies between 1904 and 1947. By using correlation statistics, he compared specified traits of successful leaders with those of unsuccessful leaders to define if those traits were prerequisites for effective leadership. He concluded that leadership could not be explained simply in terms of an individual or group; rather, it must take into account the interaction of the leaders traits with situational variables. The review failed to find evidence a person must possess a particular set of traits to become a successful leader, which is the basic assertion of the trait approach. Yukl (2006) cited further research supporting Stogdills findings by claiming the reason for the lack of evidence linking traits to leadership success was due to poor research methods. Trait theory was based on the assumption that individuals possessed certain physical characteristics, personality traits, and intellectual abilities that made them natural leaders. Behavior Theory This theoretical approach analyzes leadership behaviors and how they correlate between them. The emphasis was shifted from investigating what effective leaders are, to investigating what effective leaders do (Lunenburg and Ornstein, 2004; Yukl, 2006). By the 1950s behaviorist theory assumed that leadership behaviors exercised in one situation did not necessarily transfer to other situations. Yukl discussed that behavior research has concentrated on two categories: 1) examination of leadership activities and duties and 2) examination of effective leadership behaviors. Since 1939 three Universities were involved in research of f leadership behavior. At the University of Iowa researchers identified three styles of leadership: democratic, authoritarian, and laissez-faire connecting with leaders decision-making. Those three leadership styles are still common place in the literature and discussion among practitioners in the field of educational leadership (Razik and Swanson, 1995). Also at the University of Ohio Fleishan (1953) developed questionnaire to measure how often a leader used these behaviors sorting by categories. A questionnaire composed of 150 items was completed by samples of civilian and military individuals to describe the behavior of their leaders. The study identified two dimensions of leadership: 1) consideration and 2) the ability to initiate structure (Mouton and Blake, 1984; Stogdill and Coons, 1957). Consideration was defined as the level to which a leader exhibits expressions of trust, respect, warmth, support, and concern for the welfare of subordinates (Lunenburg and Ornstein, 2004, p.150). Initiating structures was defined as the level to which a leader concentrates on organizational performance goals, organizes / defines tasks, establishes channels of communication, develops relationships with subordinates, and evaluates work performance (Razik and Swanson, 1995, p.42). The two categories were independent of one another. No correlation was found between a leaders uses of one type of categorical behavior with that same leaders utilization of the other type of categorical behavior. The University of Michigan (Likert, 1967) attempted to identify the correlation between a leaders behavior, group process, and group performance. Leadership studies concluded that effective leaders are both task- and relationship-oriented (Razik and Swanson, 1995). Lunenburg and Ornstein (2004) have a different opinion with previews writers because they have not considered the effects of situational factors like differences in tasks completed, of the group, and differences in the environment. These issues are connected to the actions that must be performed by the leader and consequently on the appropriate leadership behavior to be used in the given situation. According to the Ohio and Michigan studies the initiating structure is similar to task-oriented behaviors, and consideration is similar to relation-oriented behaviors. Important role of teachers, counselors, and other school staff exercising leadership roles are distinctly different from the traditional leadership role of the head. The questionnaires from Ohio State University are modified and have been used by different researchers in many survey studies. According to that research evidence the results were not satisfied for most criteria of leadership effectiveness (Bass, 1990; Fisher and Edwards, 1998; Yukl, 2006). The findings were inconsistent for the relationship between consideration and subordinate performance. Research revealed subordinates are more satisfied with a leader who is at least moderately considerate. Especially between 50s and 80s a huge amount of studies about effective leadership behaviors are concluded with effective leadership connecting with school goals and concern for relationships. Situational Theory Yukl (2006) argued that situational approach covers the social characteristics of the organizations and how they influence the type of leadership exhibited. Main important for this theory is that distinguishing characteristics of the organizational members are more important to leadership than personal traits (Glasman and Glasman, 1997; Lipham, 1973; Wildavsky, 1985). Yukl explained that there are many variables like the nature of the work performed, the type of the organization, and the features of the organizations peripheral elements. Studies for situational approach have been divided into two subcategories. According to the first subcategory leadership processes are compared in various types of managerial positions, organizations, and cultures. The second type of research emphasizes on leadership effectiveness by specific various aspects of the situation that have a bearing on the leaders attributes. Those approaches concerning aspects of leadership applying to some situations, but not others, are called contingency theories. Contingency Theory Contingency approaches specify the situational elements that describe the relationship among leaders traits, behaviors, and performance criteria. Contingency approaches include four sets of concepts: traits of leaders, characteristics of the situation, behaviors of the leader, and effectiveness of the leader. Lunenburg and Ornstein (2004) described that contingency theory it depends on the interaction of the leaders personal traits, behavior, and factors in the leadership situation. Fielder (1967) argued that leaders could improve their effectiveness by modifying the situation to match their style of leadership. During his study discovered important interactions, between leadership styles and situational variables. Fielder suggested that leaders could improve their effectiveness by modifying the situation to suit their style of leadership. Four contingency approaches of leadership are reviewed: The LPC Contingency Theory, Path-Goal Contingency Theory, Situational Leadership Contingency Theory, and Leadership Substitutes Contingency Theory. LPC Contingency Theory: Fiedler (1967) generalized the LPC contingency theory to analyze leadership through examination of the situation, the organizational members, and its tasks. The LPC contingency theory describes how the situation affects the relationship between leadership effectiveness and a trait measure defined the least preferred coworker (LPC) score. LPC score is defined by asking a leader to select one past or present coworker with whom the leader could work least well, and rate this person on a scale of varying adjectives such as friendly or unfriendly and efficient or inefficient. The total of the ratings on these bipolar adjectives scales is the leaders PLC score. The score identifying if the leader behavior are more relationship or task motivated. Path-Goal Theory: House (1971) emphasized on the leaders ability to motivate subordinates to reach goals, the rewards associated with reaching goals, and the importance of the goal. House proposed that leaders need to examine the situational variables and then apply one of the four leadership styles (supporting, participative, directive, or achievement oriented), the one that was more close to the situation. Bolman and Deal (1991) and Golman et al., 2002 discover that effective leaders have a repertoire of styles and the leaders effectiveness is based on his/her ability to frame the situation so that he/she can use the style most suitable for the task in the context. House (1996) reconstructed this theory by modernizing the conceptions of subordinate motivation and abilities, and task characteristics as situational elements, and expanded the outcomes to include subordinate satisfaction and work unit effectiveness, but not leader traits. To be effective, leaders engage in behaviors that add to the subordinates environment in order to increase subordinates satisfaction and work effectiveness. House and Mitchell (1974) described another leadership behavior, participative leadership. Participative leadership seeks advice from organizational members and considers their opinions and suggestions in the decision making process. Yukl (2006) described that participative leadership involves various decision making processes allowing other members of staff, besides the leader, some influence over the decision. Participative leadership used to encourage democratic principles or to enhance effectiveness of the organization. Leithwood and Duke (1999) suggested another reason for generalizing participative leadership in schools, the site-based management (SBM) approaches. Access to SBM for decision making is given to any legitimate stakeholder in the school based on their expert knowledge, their democratic right to choose, and their critical role in implementing decisions. Murphy and Beck (1995) suggested SBM metamorphosis takes one of three forms; administrative-controlled SBM, professional-controlled SBM, and community-controlled SBM. Main important goal for administrative-controlled SBM is to pass authority to the local school administrators to make decisions on the budget, personnel, and curriculum for the best use of resources for the students benefit. Teacher-controlled SBM is generalized to make improvement in determining how money will be spent, selection of the curriculum, and choosing personnel. Educators participation in the decision making process will give them ownership in the decisions during implementation and leads to improved effectiveness (Clune and White, 1998; David, 1989). Community controlled SBM are concerning with the accountability of parents and the community. Parents and other community members have a majority of the input when deciding upon the curriculum so it will reflect their values. Leithwood and Duke (1999) stated an equal participation SBM does exist in the form of side councils that have decision-making power. Everyone works together to make the best school decisions possible. Situational Leadership Contingency Theory: According to Hershey and Blanchard (1977) the level of the workers maturity determines the task and relationship behavior for the leader. A worker of high maturity has both the ability and confidence to do a task, whereas a worker of low maturity lacks ability and self-confidence. At the other side Barrow (1977) believed maturity is a combination of many elements and the procedure used to weight and combine them was questionable. Yukl (2006) underlined Hershey and Blanchards theory made positive highlights of leaders to be adaptive and flexible in their behavior. Situational leadership theory emphasizes on leaders to be conscious of opportunities to increase the skills and confidence of workers. Leadership Substitutes Contingency Theory: The theory according to Kerr and Jermier (1978) makes a distinction between substitutes and neutralizers, which are two different kinds of situational variables. Substitutes include all the characteristics of the worker like task, or organization ensuring the worker will clearly realize their roles, know how to do the work, be highly motivated, and have work satisfaction. Examples of substitutes would be the exceptional ability of a worker, an intrinsically satisfying task, and a cohesive work group within the organization. Usually when workers have prior experience, they already have acquired t he skills and knowledge to accomplish their tasks. If workers are motivated by their work because is according to their interests, the leader may not need to motivate them. Neutralizers are any characteristics of the organization that block a leader from acting in a specific way or that cancel the results of the leaders actions. Example is the lack of interest of workers toward rewards. In many situations there so many neutralizers that it is difficult for a leader to succeed. There are two ways to make the situation more favorable for the leader either remove the neutralizers or make the leadership less important by increasing substitutes. According to Podsakoff, MacKenzie, Ahearne, and Bommer (1995) there is a low level of relationship between the leader and other members motivation of the organization affected by situation variables. Researches concerning substitute leadership theory based on some aspects of the theory, but other aspects have not been supported (Howel Dorfman, 1986; Pitner, 1986; Podsakoff, Niehoff, MacKenzie, Williams, 1993; Yukl, 2006). Yukl (2006) discussed that the main contribution of substitutes theory is to offer a different perspective on leadership by focus on leadership processes in groups and organizations. Main limitation of contingency theories is the lack of consideration of leadership processes that transform the way followers view themselves and their work. School Effectiveness Research School effectiveness and the related area of school improvement have been topics for an increasing body of academic research since the 1960s. School effectiveness research had its origins in the mid-1960s and early 1970s when a prevalent view in the research community, especially with regard to equality of opportunity, was that schools had little influence on childrens achievement that was independent of background and social context. In the late 1970s in the United States, Edmonds and, in the United Kingdom, Rutter responded by embarking on what was to emerge as the first phase of school effectiveness research. The two studies run independently by Edmonds and Rutter set out to investigate whether schools in their national contexts showed any effects when account was taken of the differences in their student populations. Their findings, arrived at independently, were similar: schools do make a small but highly significant difference to the life chances of their students. School effec tiveness research studies undertaken during the 1980s focused on improving the methodology and replicating the resea Theories of Leadership in Schools Theories of Leadership in Schools CHAPTER TWO LITERATURE REVIEW Introduction Schools organizations are involved into reform, change, and improvement efforts and process stemming from a desire for renewal, gaps in performance results, advancements in knowledge, mandates, and other societal deficits where responsibility has been delegated to schools (Evans, 1996). According to Fullan (2000) and Mai (2004) the problem for school organizations seeking to effectively improve or change centers on what behaviors, strategies, or structures contribute positively to organizational learning and renewal in a way the produces the capacity for sustainability in order to make a positive difference for students. Foster (2001) discussed that while the majority of past theories on school leadership have focused upon the capabilities of one individual, this accepted belief of a solitary leader is now being challenged as traditional models of leadership and organizational change are being analyzed. Thus, instead of viewing leadership as a role for one person, leadership is now being redefined as a practice shared among many individuals (Harris, 2003). Distributed leadership involved with creating joint responsibility for leadership activities. Interesting is the focus on shared learning and developing leadership capabilities. Shared leadership is used as synonym for democratic leadership, and collaborative leadership. Practitioners use it to create effective school leadership, or improving schools, or to study leadership. Building leadership capacity means broad-based, skillful involvement in the work of leadership. There is a need of significant number of skillful teacher leaders who understood the shared vision in the school, and are able to carry it out. Also the work involves reflection, inquiry, conversations and focused action professional behaviors that are an integral part of daily work. Understandings and skillfulness involve more than the knowledge of an innovation. The skillfulness focused is those skills of leadership that allow other teachers to capture the imagination of their colleagues, enable them to negotiate real changes in schools and negotiate any conflicts that arise in organization (Harris and Lamber, 2003). In order to build leadership capacity for school improvement the U.K. Open University suggested the following main characteristics: Surface, clarity and define values, beliefs, assumptions, perceptions and experiences ; inquire into practice; construct meaning and knowledge ; frame action and develop implementation plans. The Cyprus Educational System is open to a wide range of influences, which create the need for change and improvement. The strategy of the Ministry of Education in Cyprus is to proceed with the Educational Reform Program in order to fully achieve the goal of an all inclusive, democratic and human school, which embraces all students equally and provides education to each and every pupil according to his/her needs. Educational Reform was launched in January 2005, following a report by a Committee of seven academics which identified the weaknesses of Cyprus Educational System and the areas in need of reform. UNESCOs Report at the end of 90s come to the summarized conclusion that â€Å"The administrative system of governing and monitoring of the Ministry of Education and Culture remains strictly centralized, bureaucratic and inflexible.† The main goal is to restructuring of Ministry of Education and Culture by modernize the organizational structure for all the departments. School Reform, Change and Improvement A lot of efforts about improving education have become national and international in scope, beginning in 1983 in USA with â€Å"A Nation at Risk† and recently â€Å"No Child Left Behind† federal legislation, (2001). Elmore (2002) explains that is not enough to focus solely on these new reform standards requirements. Continuing school improvement for all students achievement will need to develop and sustain a school climate where everyone is committed to learning and everyone is accountable for pupil achievement. Sheppard (2003) proposed that school leadership is critical for improving pupil achievement. Leithwood and Riehl (2003) according to their research findings concluded that leadership has a significant effect on student learning, curriculum and teacher instruction. Some researchers like Hallinger and Heck(1998) suggest that school survival today is depending of the effective leadership that can guide schools through the challenges of improving student achievement . Fullan (2001), Lunenburg and Ornstein (2004) support that effective leadership at all levels of the educational system is critical. Also organizations cannot flourish on the actions of the top leaders alone. They suggested that schools need many leaders at many levels. Neuman and Simmons (2000) discussed that leadership is the job of the whole educational community, and learning becomes the focus and primary value for every member. Whilst the quality of teaching strongly influences levels of pupil motivation and achievement, it has been consistently argued that the quality of leadership matters in defining the motivation of teachers and the quality of teaching in the classroom (Fullan, 2001; Sergiovanni, 2001) Recent studies of effective leadership have described that authority to lead can be dispersed within the school in between and among people (MacBeath, 1998; Day, Harris and Hadfield, 200; Harris, 2002). Leadership is actually separated from person, role and status and is primarily concerned with the relationships and the connections among individuals within a school. Distributed, shared or teacher leadership is well developed and grounded in research evidence. Distributed Leadership implies a redistribution of power and re-alignment of authority within the school. Main goal is the creation of the conditions in which people work together and learn together. By giving authority to teachers and empowering them to lead leadership is emergent rather than as a fixed phenomenon. Literature review about Leadership consists of a number of leadership theories, styles and approaches. The most of these theories on school leadership have focused on individual capabilities. Recently this believes are challenged because of organizational changes and reform in our educational system. Leadership is now being re-defined as a practice distributed among many individuals (Harris, 2003). I believe that today the concept of distributed leadership is receiving much attention and growing empirical support (Spillane, 2006). The focus is oriented not upon the characteristics of the leader but upon creating the climate for shared learning and developing leadership capabilities. Spillane and Diamond (2007) discussed that distributed leadership is used as a synonym for democratic leadership, shared leadership, and collaborative leadership. In many cases distributed leadership is used to create effective school leadership, others use it for improving schools, and some for leadership research. In order to contribute to the necessary transformation of our schools, school improvement demands learning that is encourages lifelong personal and social experience. The teacher needs to feel that not only can she/he believe in school improvement, but that she/he is making her/him own contribution, and is involved in the improvement process. Improvement is something no-one would want to avoid, like good food. We argue that school improvement must be related to the re-examination of the purposes of schools in the future. The globalization of economic activity has transcended national boundaries and has created unprecedented social relations mediated through global economic practices. School improvement strategies need to move away from organizational issues and take more account of the voices of those most involved the young people themselves as well as their teachers. Today in many countries like USA schools and states emphasize on school reform and improvement by consider those factors that influence the implementation and sustainability of improvement efforts (Sergiovanni, 2006; Hall and Hord, 2006). According to the writers school improvement initiatives demand resources like additional personnel, time, money, staff development, instruments and space. For example Sergiovanni (2006) suggested that schools must institutionalize the allotment of resources to provide for the longevity of the school improvement initiative. Another main resource element necessary for school system is the school culture. School culture influences the degree to which an improvement initiative is successfully implemented (Jazzar Algozzine, 2006). Leadership Practices of Effective Head Fullan (2003) examined that principals are often the key to school improvement efforts and also he identified barriers to improvement often noted by school heads. It is important when school improvement and reform initiative is implemented from the state level, building managers must be able to encourage and motivate their staff to successfully implement the initiative. (Leithwood, Louis, Anderson, and Wahlstron, 2004). School head is a key element for school improvement efforts regardless of system imposed barriers such as not clearly identifying the heads responsibilities and lack of leadership training provided for school principals. Most important step for improvement implementation in schools is the creations of supporting culture environment for change. Heads need to establish such cultures in the following situations: In developing of policies and procedures which facilitate the improvement process. By establishment of patterns so that individuals can work together as they strive for improvement. By focusing on collaborative relationships with numbers of staff and other administrators. By teacher development and learning activities focused on the improvement initiative. By assessment of the procedures in order to evaluate and monitor improvement sequences of actions. By discussing any success according the improvement implementation. By motivate staff members for their success as they engage in improvement. The literature on effective leadership emphasize on those essential characteristics for leading school improvement. Especially Kouzes and Posner (2002a) have conducted research on the practices and skill of effective leaders by identified five practices and ten corresponding commitments that all leaders demonstrate. Kouzes and Posner (2000) practices are presented by Balcerek (1999, p.4) in a table of leadership model. Ten Commitments of Leadership Practices Commitments Model the Way 1 Find your voice by clarifying your personal values 2 Set the example by aligning actions with shared values Inspire a Shared Vision 3 Envision the future by imagining exciting and ennobling possibilities 4 Enlist others in a common vision by appealing to shared aspirations Challenge the Process 5 Search for opportunities by seeking innovative ways to change, grow, and improve. 6 Experiment and take risks by constantly generating small wins and learning from mistakes. Enable Others to Act 7 Foster collaboration by promoting cooperative goals and building trust. 8 Strengthen others by sharing power and discretion Encourage the Heart 9 Recognize contributions by showing appreciation for individual excellence. 10 Celebrate the values and victories by creating a spirit of community Leadership Capacity in School Organization Today teachers need initiatives to develop, learn, practice, evaluate, and debate in order to successfully change practice necessitating supporting leadership for change (Hargreaves and Fink, 2004). Change leaders focus on the development of teachers knowledge, skill and learning within a professional community and worked on changing the content in order to create new settings conducive to learning and share (Fullan, 2000b). In a school organization, the formal role of the leader was typically the head, but successful leaders in the leadership of change realized that sustainability of improvement was found in collective learning and the development of leadership capacity within colleagues of the school (Lambert, 2005a). Sergiovanni (2005) emphasize on head responsibility on serving as a leader of change by building and cultivating the leadership capacity of others in school. It is important for successful heads to focus on building leadership capacity in a number of good leaders within the school organization who could sustain improvement. By establishing the conditions for developing the skills, knowledge, and abilities of others during the change process, the leader enriched the schools efforts for renewal and advanced the improvement process (Mai, 2004). Effective school heads during change envisioned an expanded view of leadership in order to sustain meaningful long lasting changes. The school change process support that leadership was not viewed as the individual role, but rather as an organizational concept that leads to school improvement. Leadership is found within the culture of a school organization that promoted the advancement of the capabilities of many members to lead. Lambert, (2003) described that leadership accepted collective responsibility for school improvement and leadership capacity was realized when a school staff is participate in dialogue, and reflection to achieve student performance goals. Leadership capacity support schools in moving beyond the implementation phase of change towards sustainable improvement. Teachers leadership and effective leaders plan for sustainable leadership focus on culture of initiative and opportunity within the school (Hargreaves and Fink, 2003). Leadership capacity provides others with opportunities, resources, training, and support structures for collective learning with accountability. Leadership capacity is about learning communities promoting leadership for all participants share and understood the contributions made by each member toward the school purpose (Lambert, 2005b). Theories of Leadership Leadership historically has been defined in different ways by various writers on leadership. Authors who write about leaders emphasize on personal skills and characteristics of individual in specific roles within the organization. Some others authors focus on leadership by determining functions, which performed by person in the organization. Leithwood et al (1999) and Yukl (2002) agreed that some definitions about leadership are more useful than others, but there is no complete definition. Harris (2002) and Leithwood (2001) discussed distributed leadership as an alternative to traditional leadership models. According to Owava and Bosset (1997) leadership flows through the networks of roles that comprise organizations and is based on the deployment of resources that are distributed across the network of roles, with different roles having access to different levels and types of resources. Most of the theories included their meaning in key words like â€Å"followers†, â€Å"authority†, and â€Å"decision making†. Measures of personality have been shown to correlate with ratings of leadership effectiveness. Leadership exists within a single person and a situation. Leaders are also involved in managing the culture by establishing strategic direction, communicating that direction and defining the organizational vision and values. The National College for School Leadership (NCSL, U.K) in 2003 identified eight models of leadership: Instructional, transformational, moral, participative, managerial, post-modern, interpersonal, and contingency leadership (Bush and Glover, 2003). Successful leadership is when the influence brings about the behavior and results that were intended by the leader. Effective leadership is when successful leadership results in functional behavior and the achievement of group goals. Knowledge, personal qualities or charisma of the leader and the manner in which authority is exercised are variables for leadership. Elements that made leaders successful in the twentieth century may not be the same elements needed in the future. Leadership needs to be continually studied and investigated in order to be more effective and successful. Yukl (2006) described that leadership effectiveness is differ among researchers based upon the researchers definition of leadership. Self-Evident Theoretical Approach The â€Å"Great Man Approach† is the first theory of leadership, also called â€Å"Self-Evident Theory†. Glasman and Glasman (1997) identified this theory, which assumed that leaders are born and not made and that instinct is more important than training. The criteria for selecting leadership characteristics in this model are still confusing and unclear. Trait Theory Stogdill (1948) conducted a meta-analysis of 124 empirical studies between 1904 and 1947. By using correlation statistics, he compared specified traits of successful leaders with those of unsuccessful leaders to define if those traits were prerequisites for effective leadership. He concluded that leadership could not be explained simply in terms of an individual or group; rather, it must take into account the interaction of the leaders traits with situational variables. The review failed to find evidence a person must possess a particular set of traits to become a successful leader, which is the basic assertion of the trait approach. Yukl (2006) cited further research supporting Stogdills findings by claiming the reason for the lack of evidence linking traits to leadership success was due to poor research methods. Trait theory was based on the assumption that individuals possessed certain physical characteristics, personality traits, and intellectual abilities that made them natural leaders. Behavior Theory This theoretical approach analyzes leadership behaviors and how they correlate between them. The emphasis was shifted from investigating what effective leaders are, to investigating what effective leaders do (Lunenburg and Ornstein, 2004; Yukl, 2006). By the 1950s behaviorist theory assumed that leadership behaviors exercised in one situation did not necessarily transfer to other situations. Yukl discussed that behavior research has concentrated on two categories: 1) examination of leadership activities and duties and 2) examination of effective leadership behaviors. Since 1939 three Universities were involved in research of f leadership behavior. At the University of Iowa researchers identified three styles of leadership: democratic, authoritarian, and laissez-faire connecting with leaders decision-making. Those three leadership styles are still common place in the literature and discussion among practitioners in the field of educational leadership (Razik and Swanson, 1995). Also at the University of Ohio Fleishan (1953) developed questionnaire to measure how often a leader used these behaviors sorting by categories. A questionnaire composed of 150 items was completed by samples of civilian and military individuals to describe the behavior of their leaders. The study identified two dimensions of leadership: 1) consideration and 2) the ability to initiate structure (Mouton and Blake, 1984; Stogdill and Coons, 1957). Consideration was defined as the level to which a leader exhibits expressions of trust, respect, warmth, support, and concern for the welfare of subordinates (Lunenburg and Ornstein, 2004, p.150). Initiating structures was defined as the level to which a leader concentrates on organizational performance goals, organizes / defines tasks, establishes channels of communication, develops relationships with subordinates, and evaluates work performance (Razik and Swanson, 1995, p.42). The two categories were independent of one another. No correlation was found between a leaders uses of one type of categorical behavior with that same leaders utilization of the other type of categorical behavior. The University of Michigan (Likert, 1967) attempted to identify the correlation between a leaders behavior, group process, and group performance. Leadership studies concluded that effective leaders are both task- and relationship-oriented (Razik and Swanson, 1995). Lunenburg and Ornstein (2004) have a different opinion with previews writers because they have not considered the effects of situational factors like differences in tasks completed, of the group, and differences in the environment. These issues are connected to the actions that must be performed by the leader and consequently on the appropriate leadership behavior to be used in the given situation. According to the Ohio and Michigan studies the initiating structure is similar to task-oriented behaviors, and consideration is similar to relation-oriented behaviors. Important role of teachers, counselors, and other school staff exercising leadership roles are distinctly different from the traditional leadership role of the head. The questionnaires from Ohio State University are modified and have been used by different researchers in many survey studies. According to that research evidence the results were not satisfied for most criteria of leadership effectiveness (Bass, 1990; Fisher and Edwards, 1998; Yukl, 2006). The findings were inconsistent for the relationship between consideration and subordinate performance. Research revealed subordinates are more satisfied with a leader who is at least moderately considerate. Especially between 50s and 80s a huge amount of studies about effective leadership behaviors are concluded with effective leadership connecting with school goals and concern for relationships. Situational Theory Yukl (2006) argued that situational approach covers the social characteristics of the organizations and how they influence the type of leadership exhibited. Main important for this theory is that distinguishing characteristics of the organizational members are more important to leadership than personal traits (Glasman and Glasman, 1997; Lipham, 1973; Wildavsky, 1985). Yukl explained that there are many variables like the nature of the work performed, the type of the organization, and the features of the organizations peripheral elements. Studies for situational approach have been divided into two subcategories. According to the first subcategory leadership processes are compared in various types of managerial positions, organizations, and cultures. The second type of research emphasizes on leadership effectiveness by specific various aspects of the situation that have a bearing on the leaders attributes. Those approaches concerning aspects of leadership applying to some situations, but not others, are called contingency theories. Contingency Theory Contingency approaches specify the situational elements that describe the relationship among leaders traits, behaviors, and performance criteria. Contingency approaches include four sets of concepts: traits of leaders, characteristics of the situation, behaviors of the leader, and effectiveness of the leader. Lunenburg and Ornstein (2004) described that contingency theory it depends on the interaction of the leaders personal traits, behavior, and factors in the leadership situation. Fielder (1967) argued that leaders could improve their effectiveness by modifying the situation to match their style of leadership. During his study discovered important interactions, between leadership styles and situational variables. Fielder suggested that leaders could improve their effectiveness by modifying the situation to suit their style of leadership. Four contingency approaches of leadership are reviewed: The LPC Contingency Theory, Path-Goal Contingency Theory, Situational Leadership Contingency Theory, and Leadership Substitutes Contingency Theory. LPC Contingency Theory: Fiedler (1967) generalized the LPC contingency theory to analyze leadership through examination of the situation, the organizational members, and its tasks. The LPC contingency theory describes how the situation affects the relationship between leadership effectiveness and a trait measure defined the least preferred coworker (LPC) score. LPC score is defined by asking a leader to select one past or present coworker with whom the leader could work least well, and rate this person on a scale of varying adjectives such as friendly or unfriendly and efficient or inefficient. The total of the ratings on these bipolar adjectives scales is the leaders PLC score. The score identifying if the leader behavior are more relationship or task motivated. Path-Goal Theory: House (1971) emphasized on the leaders ability to motivate subordinates to reach goals, the rewards associated with reaching goals, and the importance of the goal. House proposed that leaders need to examine the situational variables and then apply one of the four leadership styles (supporting, participative, directive, or achievement oriented), the one that was more close to the situation. Bolman and Deal (1991) and Golman et al., 2002 discover that effective leaders have a repertoire of styles and the leaders effectiveness is based on his/her ability to frame the situation so that he/she can use the style most suitable for the task in the context. House (1996) reconstructed this theory by modernizing the conceptions of subordinate motivation and abilities, and task characteristics as situational elements, and expanded the outcomes to include subordinate satisfaction and work unit effectiveness, but not leader traits. To be effective, leaders engage in behaviors that add to the subordinates environment in order to increase subordinates satisfaction and work effectiveness. House and Mitchell (1974) described another leadership behavior, participative leadership. Participative leadership seeks advice from organizational members and considers their opinions and suggestions in the decision making process. Yukl (2006) described that participative leadership involves various decision making processes allowing other members of staff, besides the leader, some influence over the decision. Participative leadership used to encourage democratic principles or to enhance effectiveness of the organization. Leithwood and Duke (1999) suggested another reason for generalizing participative leadership in schools, the site-based management (SBM) approaches. Access to SBM for decision making is given to any legitimate stakeholder in the school based on their expert knowledge, their democratic right to choose, and their critical role in implementing decisions. Murphy and Beck (1995) suggested SBM metamorphosis takes one of three forms; administrative-controlled SBM, professional-controlled SBM, and community-controlled SBM. Main important goal for administrative-controlled SBM is to pass authority to the local school administrators to make decisions on the budget, personnel, and curriculum for the best use of resources for the students benefit. Teacher-controlled SBM is generalized to make improvement in determining how money will be spent, selection of the curriculum, and choosing personnel. Educators participation in the decision making process will give them ownership in the decisions during implementation and leads to improved effectiveness (Clune and White, 1998; David, 1989). Community controlled SBM are concerning with the accountability of parents and the community. Parents and other community members have a majority of the input when deciding upon the curriculum so it will reflect their values. Leithwood and Duke (1999) stated an equal participation SBM does exist in the form of side councils that have decision-making power. Everyone works together to make the best school decisions possible. Situational Leadership Contingency Theory: According to Hershey and Blanchard (1977) the level of the workers maturity determines the task and relationship behavior for the leader. A worker of high maturity has both the ability and confidence to do a task, whereas a worker of low maturity lacks ability and self-confidence. At the other side Barrow (1977) believed maturity is a combination of many elements and the procedure used to weight and combine them was questionable. Yukl (2006) underlined Hershey and Blanchards theory made positive highlights of leaders to be adaptive and flexible in their behavior. Situational leadership theory emphasizes on leaders to be conscious of opportunities to increase the skills and confidence of workers. Leadership Substitutes Contingency Theory: The theory according to Kerr and Jermier (1978) makes a distinction between substitutes and neutralizers, which are two different kinds of situational variables. Substitutes include all the characteristics of the worker like task, or organization ensuring the worker will clearly realize their roles, know how to do the work, be highly motivated, and have work satisfaction. Examples of substitutes would be the exceptional ability of a worker, an intrinsically satisfying task, and a cohesive work group within the organization. Usually when workers have prior experience, they already have acquired t he skills and knowledge to accomplish their tasks. If workers are motivated by their work because is according to their interests, the leader may not need to motivate them. Neutralizers are any characteristics of the organization that block a leader from acting in a specific way or that cancel the results of the leaders actions. Example is the lack of interest of workers toward rewards. In many situations there so many neutralizers that it is difficult for a leader to succeed. There are two ways to make the situation more favorable for the leader either remove the neutralizers or make the leadership less important by increasing substitutes. According to Podsakoff, MacKenzie, Ahearne, and Bommer (1995) there is a low level of relationship between the leader and other members motivation of the organization affected by situation variables. Researches concerning substitute leadership theory based on some aspects of the theory, but other aspects have not been supported (Howel Dorfman, 1986; Pitner, 1986; Podsakoff, Niehoff, MacKenzie, Williams, 1993; Yukl, 2006). Yukl (2006) discussed that the main contribution of substitutes theory is to offer a different perspective on leadership by focus on leadership processes in groups and organizations. Main limitation of contingency theories is the lack of consideration of leadership processes that transform the way followers view themselves and their work. School Effectiveness Research School effectiveness and the related area of school improvement have been topics for an increasing body of academic research since the 1960s. School effectiveness research had its origins in the mid-1960s and early 1970s when a prevalent view in the research community, especially with regard to equality of opportunity, was that schools had little influence on childrens achievement that was independent of background and social context. In the late 1970s in the United States, Edmonds and, in the United Kingdom, Rutter responded by embarking on what was to emerge as the first phase of school effectiveness research. The two studies run independently by Edmonds and Rutter set out to investigate whether schools in their national contexts showed any effects when account was taken of the differences in their student populations. Their findings, arrived at independently, were similar: schools do make a small but highly significant difference to the life chances of their students. School effec tiveness research studies undertaken during the 1980s focused on improving the methodology and replicating the resea