Leading In Context: A Review Of Leadership Styles To Inform School Effectiveness In Small Island States

Abstract

This paper examines different models and theories of leadership with a view to discern relevance, meaning and applicability to a small state, St Lucia. It reviews the evolution and distinguishing features of leadership and compares selected models in order to determine significance to St. Lucia context for achieving effective schools. Different school leadership models evolved to suit societal changes, educational reforms and demands and perceptions of educational researchers who viewed schools as organizations based on corporate -organization models, but exhibited greater complex and dynamism. Other researchers viewed schools as communities with a network of interconnecting people and relationships, with varying degrees of commitments and conflicting expectations, thus creating a unique environment in each school.  Apprehension about the degree of applicability of these models with regard to outcomes and the quality of schooling that students require in this challenging era, led to the development of new leadership theories. These new leadership models suggest that school leaders should to be driven by a noble and morale purpose.  However the literature seems to indicate that transformational models and new leadership concepts are theoretical and have not been empirically tested in schools. Then again, if available, the few empirically based theories are context specific; they are researched in developed and different countries with completely different circumstances and may not be easily transferable. Adoption and application of these models are dependent on the prevailing circumstances and environment.