What are the four types of leadership and how are these defined?
What will be an ideal response?
The four types of leadership are expert, referent, legitimate, and reward.
1. Expert leadership involves teachers who are seen by their students to be competent and able to explain or do certain things and have knowledge about particular topics. This is an earned, rather than conferred by virtue of having a particular title. These teachers are ones who explain things well, show enthusiasm and excitement about what they teach, and appear confident and self-assured. It's important to keep- up-to-date with developments in the teaching field by taking in-service courses and graduate classes, as well as professional development classes, attending seminars and workshops, and completing career ladders. Mentoring activities provided by one's school district is also of import. Two major components of expert leadership rely on teacher's giving their students a sense of belonging and acceptance.
2. Referent leadership refers to leadership earned in a manner that connotes teachers as trustworthy, fair, and concerned-about-students welfare. These teachers are both respected and liked by their student-learners, as they convey classroom community through warmth and competency.
3. Legitimate leadership is that which is attributed to teachers, due to their role as educators being perceived as one worthy of respect. The title of "teacher" carries a certain degree of power and leadership, and is seen to be a role that is regarded as worthy of attention, which calls for new teachers being in charge by virtue of their position of authority.
4. Reward leadership refers to individuals in positions of authority who are able to exercise it in relation to people they lead. These rewards can take the form of privileges, approval, or more tangible compensation, such as money. The extent to which student-learners desire these rewards will determine their effectiveness. If a student is not prone to honor an authority figure; meaning teacher approval is unnecessary for them, or one's who are able to attain what they need outside the school setting do not respond to reward leadership. Subsequently, relying on reward leadership would not be beneficial unless it was connected to referent and expert leadership.
In summation, the best practice for new teachers is to develop expert and referent leadership for a harmonious classroom.
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