Everard, Morris and Wilson argue that leadership is not optional for school managers: it is fundamental to ensuring effective staff performance, learner outcomes, motivation, and school culture. In schools, managers must combine administrative authority with human influence, which makes interpersonal competence an essential leadership tool.
The chapter emphasises that leadership is exercised even when managers are unaware of it, as their attitudes, decisions, and emotional states shape the working climate.
2. Interpersonal Skills
The authors highlight interpersonal skills as the cornerstone of effective leadership. These include:
a. Communication
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Clarity of instructions
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Active listening
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Ability to articulate expectations
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Giving constructive feedback
Good communication prevents ambiguity, reduces conflict, and increases trust.
b. Empathy
Understanding others’ feelings and perspectives helps managers:
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Support staff morale
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Identify personal or professional barriers
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Build positive relationships
c. Influencing Skills
Leadership involves persuasion rather than coercion. Influence is achieved through:
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Logical reasoning
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Emotional appeal
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Modelling good practice
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Fairness and credibility
d. Conflict Management
Effective leaders intervene early, use mediation, and shift discussions from positions to interests.
e. Motivation
Recognising staff efforts, delegating meaningfully, and using praise appropriately are essential for sustaining teacher motivation.
3. Management Style Models
The chapter introduces several frameworks that help leaders understand their behavioural tendencies.
a. Autocratic vs. Democratic Styles
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Autocratic leaders direct, control, and make decisions alone.
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Democratic leaders share decision-making, encourage participation, and promote collaboration.
Everard et al. emphasise that schools function better with democratic tendencies, but autocratic approaches are sometimes necessary (crisis, discipline breakdown, emergencies).
b. Task-Oriented vs. People-Oriented
Leaders vary in their focus on:
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completing tasks efficiently (task-centred), or
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supporting individuals and teams (people-centred).
Effective school leaders blend both according to situation.
c. The Blake & Mouton Managerial Grid (implied)
Though not explicitly named, the authors draw on the grid’s logic:
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High task / low people
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Low task / high people
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High task / high people (the ideal)
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Low task / low people
4. Orientation and Behaviour
Leadership orientation is shaped by:
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Personal beliefs
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Past experience
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Attitudes to authority
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Level of emotional intelligence
Behaviour is the external expression of this orientation. The authors argue that leaders must be conscious of their default behaviour, because unconscious patterns can limit effectiveness.
5. Dominant and Back-up Approaches
Leaders generally display:
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a dominant style (their habitual leadership behaviour in routine situations), and
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a back-up style (behaviour adopted when they are under pressure or stress).
Examples:
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A normally democratic leader may become autocratic under stress.
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A supportive leader may withdraw or avoid conflict when overwhelmed.
The key message:
Recognising your back-up style helps you prevent damaging reactions to stress.
6. Suiting Behaviour to Circumstances (Situational Leadership)
Everard et al. emphasise situational leadership, which adapts behaviour according to:
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staff competence
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staff commitment
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the nature of the task
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time available
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urgency of situation
This aligns with the ideas of Hersey & Blanchard:
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Directing
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Coaching
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Supporting
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Delegating
A headteacher must vary leadership in a dynamic school environment—new teachers, crises, innovation adoption, and disciplinary issues require different styles.
7. Recognizing Inappropriate Behaviour
The chapter warns that leaders often continue using ineffective styles because they:
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are unaware of their impact
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misinterpret staff reactions
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equate leadership with authority
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confuse activity with effectiveness
Signs of inappropriate behaviour include:
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Increased resistance from staff
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Low morale
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Complaints
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Avoidance by colleagues
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Increased conflict
Leaders should seek feedback, reflect, and adapt behaviour.
8. Leadership and Job Experience
Experience influences leadership in two main ways:
a. Benefits of Experience
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Better judgement
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More confidence
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Improved communication
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Enhanced emotional control
b. Risks of Experience
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Rigid thinking
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Overconfidence
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Reduced openness to innovation
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Reliance on routine
Effective school managers combine experience with reflective practice to avoid stagnation.
9. Passive / Political Orientation
The authors contrast two orientations:
a. Passive Orientation
Leaders with a passive stance:
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avoid conflict
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rely on rules rather than initiative
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wait for problems to resolve themselves
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avoid taking risks
This leads to organisational stagnation.
b. Political Orientation
Not “politics” in a negative sense, but:
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understanding power relations
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negotiating
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building alliances
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influencing others strategically
Successful headteachers use political awareness to navigate complex school environments.
10. Leadership Style and the School Manager
The chapter stresses that the leadership style of school managers directly affects:
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School climate
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Staff morale
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Innovation adoption
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Conflict patterns
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Parent community relations
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Quality of teaching and learning
Democratic, participatory, and flexible leadership styles tend to produce higher trust and better outcomes.
11. Categories of Leadership
Everard et al. present categories of leadership commonly seen in schools:
a. Transactional Leadership
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Based on exchanges and rewards
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Works well for routine tasks
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Ensures minimum standards
b. Transformational Leadership
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Inspires vision
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Motivates staff intrinsically
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Encourages creativity
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Drives long-term school improvement
c. Instructional Leadership
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Focus on teaching and learning
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Monitoring performance
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Supporting professional development
d. Moral / Ethical Leadership
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High integrity
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Fairness, consistency
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Values-driven behaviour
The authors suggest that effective school leaders blend all categories, depending on context.
12. Standards for Management and Leadership
Leaders should demonstrate:
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Vision and strategic planning
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Effective communication
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Emotional intelligence
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Integrity and ethical behaviour
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Efficient management of resources
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Capacity to build teams
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Ability to develop staff
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Decision-making competence
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Accountability and reflective practice
These standards align with modern school leadership frameworks (e.g., UK National Standards for Headteachers).
13. Characteristics of Headteachers and Deputy Headteachers
The authors summarise characteristics commonly found in effective school leaders:
Headteachers
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Visionary and strategic
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Confident decision-makers
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Skilled communicators
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Delegators who empower staff
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Politically aware
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Resilient under pressure
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Able to command respect
Deputy Headteachers
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Operational leaders
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Bridging link between teachers and headteachers
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Strong in administration and coordination
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Reliable, calm, detail-oriented
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Often act as mediators
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Provide continuity and stability
Deputies often exhibit leadership qualities but may be more task-focused, whereas headteachers must balance strategy, vision, people, and policy.
Conclusion
Chapter 2 positions leadership as an essential competence for school managers. It stresses that effective leadership requires self-awareness, flexibility, interpersonal skill, and political understanding. School leaders must adapt their behaviour to context while maintaining ethical standards and a commitment to staff development.
