Styles of leadership

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If a school psychologist uses a different style of leadership with each of his followers, how might that lead to perceptions of favoritism? What could a leader do to avoid such impressions while still being adaptable to follower needs?

 

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Favouritism in organizations can be destructive and counterproductive. Arnold (2013) defines favouritism as the action of showing bias toward a privileged individual or group. Besides, Ramachander (2013) views favouritism arising when the leader displays preferential treatment towards employees whom they are frequent socially connected with and this leads to the detriment of other employees which then affects their overall performance in the organization. Favouritism can also be either intentional or unintentional. However, whatever the case might be, favouritism is unlawful, demotivate, discriminate and causes trust issues among employees towards the leader. Favouritism also leads to deviant behaviours such as employees disliking their work, suppression of information, hatred, distrust, bitterness, jealousy, rumours, and conflicts, unjustified promotions and backbiting the favoured employees (Byars & Rue, 2000; Arnold, 2013).

From an administrative point of view, the Global Education system is divided into two types – centralised and localised. On top of that there are also two dominant approaches to teaching and learning – post-Confucian in which learning is dispensed to the student by the teacher, and post-Socratic in which the student learns more through inquiry and exploration with a teacher’s guidance. All modern education systems are a mix of the two, but it’s important to understand which is more dominant in any market as this will play a role in the development of education and education technology over the next few years. Finally, there is a significant difference between developed and developing economies and societies which determines the strategic requirements of each country’s education system.
Education moves extremely slowly. Because we are more or less on the cutting edge of both teaching/learning and technology we tend to be exposed to schools, teachers and experts who are highly innovative. The vast majority of teaching and learning worldwide hasn’t changed much over the last five years and is unlikely to significantly change during the next five. There are, however, a number of significant goals, pressures and needs within the education system that are becoming more pressing and for which technology would provide very useful support.
Centralised and developing education systems
In centralised education systems (especially in developing countries) the dominant requirements are:
1. An improvement in the quality of teaching and learning
2. Standardised assessment and outcomes to international standards
3. An increasingly urgent demand for technical and vocational skills
4. Quality content mapped to the national curriculum
5. An increasingly urgent need for teachers to be trained and supported in the classroom
From a classroom technology point of view this means that over the coming years assessment and content mapped to the national curriculum will continue to be paramount. In centralised education systems this puts the emphasis on standardised networking across schools with libraries of cu

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