Topics: Management, Leadership, Management styles Pages: 11 (3284 words) Published: October 10, 2013
The objective of the research was to look into the management/leadership style and determining ethical problem on teacher relationship and performance, and its impact to students in terms of quality learning. In this research includes the issues and solutions about leadership and management styles of administration and the effects of the issue to the problem. The method used in this research was conducting an interview to the instructors or staff of the university. The outcome of the research is that the use management style and leadership style can lead to a bigger complication among employees if it is not managed well.

How These Styles Create an Ethical Problem and
“The impact of crises on organizations and individuals has been stronger than ever” (Wang, 2008, p. 1). Leaders in organizations need to be aware of these words. They should have specific skills, which will enable them to prepare, manage, and find a solution for possible crises that could threaten the existence of their organizations. Instructional leadership is unique to the field of education and it differs from other types of leaderships because it is related to students, teachers, curricula and learning-teaching processes (Gümüceli, 1996b). The critical role of "being instructional leader" played by the principals affects teaching and student achievement (Blasé & Blasé', 1999, 2000, 2004; Deal & Peterson, 1998; Hallinger & Murphy, 1985; Hart & Bredeson, 1996; Hoy & Hoy, 2003; GümüceU, 2001; Leithwood, Jantzi, & Stein- bach, 1999; Özden 1998; Weber, 1996; Whitaker,1997). Çelik (1999), Hoy and Hoy (2003) and Çiçman (2004) argue that the main aim of schools is to teach, which is an aim accompanied by secondary activities and objectives. Gümüceli (1996a) determined that instead of leadership behaviors, the principals take more responsibilities such as the bureaucratic and legal barriers, time Limitation, insufficiency of education, visions, determination. As a matter of fact, Gökyer (2004) found that these factors affected instructional leadership behaviors of principals. According to Johnson and Johnson (1989), the duty of a principal is not to create new instructional methods and techniques, but to take a stand against the status quo and support new opinions and applications. Houlihan (2007, p. 11) explained that examples of such skills are the ability to anticipate the natural reaction of the staff and discuss with them a strategy to make a difficult process more effective. Her comment suggests that what leaders have to do is to understand the feelings of members and share with them a clear direction of where the organization needs to be in the future after crises are over. Furthermore, it is possible for members of organizations to view crises “as a natural phase of an organization’s development” (Seeger, Sellnow, & Ulmer, 2001, p. 156). This statement implies that crises need to be treated as part of organizational development, not as a situation, which produces serious harm. Despite its potentially destroying consequences, times of crisis can also lead to new and better ways of doing things, as well as providing chances to determine what strategic planning would result in more effective organizational development. Smits and Ally (2003) have gone further to state that leaders should “think the unthinkable” (p. 1). Leaders are expected to be able to prepare themselves, as well as their organizations for unknown crises that could endanger their existence. They suggested that being able to lead staff members to move beyond the challenge of crises is essential. Organizations will then be better prepared in the attempt to deal with unpredictable risks. This Literature reviews whether the use of management style is an approach for solving the ethical problem on teacher relationship and performance, and its impact to students in terms of quality learning by responding to the following questions. 1. What are the...

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