Academy of Educational Leadership Journal (Print ISSN: 1095-6328; Online ISSN: 1528-2643)

perspective: 2023 Vol: 27 Issue: 1

Exploring Different Approaches to Studying Leadership Education: A Comprehensive Review

Mohamed Sharif, Sunway University

Citation Information: Sharif, M. (2023). Exploring different approaches to studying leadership education: A comprehensive review. Academy of Educational Leadership Journal, 27(1), 1-3.

Abstract

Leadership education is a complex field that requires a multifaceted approach to study. This abstract provides an overview of different approaches to studying leadership education. The trait, behavioral, situational, transformational, servant, and authentic leadership approaches are discussed, highlighting their strengths and weaknesses. By understanding the different approaches to leadership, individuals can develop their leadership skills and adapt to different situations. This abstract provides a useful starting point for those interested in leadership education and its various theoretical and practical perspectives.

Keywords

Leadership education, Trait approach, Behavioral approach, Situational approach, Transformational approach, Servant leadership approach, Authentic leadership approach, Contextual factors.

Introduction

Leadership education is a critical aspect of personal and professional development that has gained widespread recognition in recent years. The concept of leadership is multifaceted, and its study requires a holistic approach that incorporates various theoretical and practical perspectives. This article explores various approaches to studying leadership education and their relevance in the modern world (Adams & Jean‐Marie, 2011).

Approach 1: Trait Approach

The trait approach to leadership focuses on the inherent qualities that make a person a good leader. It assumes that certain traits such as intelligence, charisma, self-confidence, and determination are essential for effective leadership. This approach has been criticized for oversimplifying the complex nature of leadership and neglecting the importance of situational and contextual factors (Fitzsimons et al., 2011).

Approach 2: Behavioral Approach

The behavioral approach to leadership focuses on observable behaviors rather than inherent traits. This approach emphasizes the importance of specific behaviors such as goal-setting, communication, and problem-solving. Behavioral theories are concerned with identifying the behaviors that distinguish effective leaders from ineffective ones (Irving, 2010).

Approach 3: Situational Approach

The situational approach to leadership is based on the assumption that the effectiveness of a leader is determined by the situation they find themselves in. This approach suggests that the most effective leadership style depends on the context and that leaders should adapt their style to fit the situation. This approach has gained popularity in recent years as it recognizes the importance of context in determining leadership effectiveness (Slater, 2011).

Approach 4: Transformational Approach

The transformational approach to leadership focuses on the leader's ability to inspire and motivate their followers to achieve higher levels of performance. This approach emphasizes the importance of vision, charisma, and emotional intelligence. Transformational leaders are known to create a sense of purpose and meaning among their followers, leading to high levels of engagement and commitment.

Approach 5: Servant Leadership Approach

The servant leadership approach is based on the idea that a leader's primary role is to serve their followers. This approach emphasizes the importance of empathy, listening, and a willingness to put the needs of others before one's own. Servant leaders are known to create a culture of trust and collaboration, leading to high levels of satisfaction and engagement among followers.

Approach 6: Authentic Leadership Approach

The authentic leadership approach focuses on the importance of self-awareness, transparency, and ethical behavior. This approach emphasizes the importance of leaders being true to themselves and their values, rather than trying to conform to a particular leadership style. Authentic leaders are known to inspire trust and confidence among their followers, leading to high levels of engagement and commitment (Tourish et al., 2010).

Conclusion

Leadership education is a critical aspect of personal and professional development. The study of leadership requires a holistic approach that incorporates various theoretical and practical perspectives. The trait, behavioral, situational, transformational, servant, and authentic leadership approaches are some of the most common approaches to studying leadership education. Each approach has its strengths and weaknesses and can be applied in different situations depending on the context. Leaders who are familiar with different approaches to leadership are better equipped to develop their leadership skills and adapt to different situations.

References

Adams, C.M., & Jean‐Marie, G. (2011). A diffusion approach to study leadership reform. Journal of Educational Administration, 49(4),354-377.

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Fitzsimons, D., James, K.T., & Denyer, D. (2011). Alternative approaches for studying shared and distributed leadership. International Journal of Management Reviews, 13(3), 313-328.

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Irving, J.A. (2010). Educating global leaders: Exploring intercultural competence in leadership education. Journal of International Business and Cultural Studies, 3, 1.

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Slater, C.L. (2011). Understanding principal leadership: An international perspective and a narrative approach. Educational Management Administration & Leadership, 39(2), 219-227.

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Tourish, D., Craig, R., & Amernic, J. (2010). Transformational leadership education and agency perspectives in business school pedagogy: a marriage of inconvenience?. British Journal of Management, 21, s40-s59.

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Received: 28-Jan-2023, Manuscript No. AELJ-23-13280; Editor assigned: 31-Jan-2023, PreQC No. AELJ-23-13280(PQ); Reviewed: 14-Feb-2023, QC No. AELJ-23-13280; Revised: 16-Feb-2023, Manuscript No. AELJ-23-13280(R); Published: 23-Feb-2023

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