Page 50 - Azerbaijan State University of Economics

THE JOURNAL OF ECONOMIC SCIENCES: THEORY AND PRACTICE, V.76, # 1, 2019, pp. 48-69

When we take a look at the results of this study which aims at identifying the
characteristics of effective schools, it can be seen that factors such as climate and
leadership come to the prior as common findings. Taking the assumption that
administrative effectiveness has a great influence in terms of achieving organizational
effectiveness (Helvacı, 2011; Krüger,2007), school administrators who organize
employees, give instructions, guide their activities, coordinate and supervise them
need to have the required skills in creating effective schools (Gürsel, 2012). In respect
to the organization to be able to reach its targets, the members need to know about the
targets, believe that the targets are accurate and focus on these, have a high level of
motivation about realizing these targets and work in a cooperative manner and this can
be stated to be closely related with the administrator’s skills of influencing the
employees in line with his/her beliefs, in other words, with his/her skills of leadership.
Leadership is the skills of influencing the group members or the followers in line with
realizing the common target (Celep, 2014). Knapp (2007) defines leadership skills as
“the skill of achieving pre-determined results using the least amount of time and
energy or both” (quoted by Bolanle, 2013).

When the literature is reviewed, it can be seen that leadership has types such as
transformational, transactional, distributed, cultural, ethical, educational and visionary
leadership, etc. Transformational leadership underlines motivation and the positive
development of the followers and these leaders motivate their followers to do more than
they aim at (Bass and Riggio, 2006). Distributed leadership means that leadership can
be distributed among all the group members (Bennet et. al, 2003). According to what
Blase (1999) quotes from different researchers (Smith & Andrews, 1989;
Glickman,1985; Pajak, 1989), educational leadership in general involves situations such
as the supervision of teaching in classes, development of curriculum, personnel, group
development, direct help to the teachers, motivating the personnel, planning, organizing,
facilitating change, etc. In transactional leadership, there is an exchange between the
leader and the followers and while the followers do as the leader wishes, the leader tries
to meet their expectations (Eraslan, 2004). Visionary leadership is directed at the future
and these leaders transform their own visions into common visions based on thought
and emotions and carry the followers towards the future. While ethical leadership
foresees the leader to carry certain ethical values and principles and to be a model
through these ethical behaviors, cultural leadership makes it possible for the members of
the school to work within a more positive culture (Çelik, 2015).

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