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Abstract

The study addressed the inspiring leadership, performance development, and the role of the teacher as an inspiring leader, through a review of a conceptual framework for inspiring leadership characteristics and the difference between the teacher as an inspiring leader and the teacher as manager of the students, the method by which the teacher acts as an inspiring leader towards his students, the formation of work teams such that each team will have a student for an inspiring commander, a review of the inspirational leadership & its dimensions, and its role in the achievement of excellence and development of performance. The study issue was identified in dealing with the governing regulatory powers, and in taking advantage of the inspiring leadership in performance and achieve educational excellence through the development of the teacher's role as an inspiring leader? The study aimed to address the role of the teacher in inspiring students to practice behaviors that lead to academic excellence, raise the level and efficiency of students and develop their performance within the teams. The significance of the study is manifested in the application inside the classroom; in addition to the prominence of the tools and methods of active learning, and their role in raising the effective and efficient performance, along with the exerted efforts to cover the Arab Studies on the theme of inspiring leadership. The study presented the organizational structure of governing regulatory powers as follows: The figure shows the existence of a set of governing regulatory powers for the development of performance, and the formation of student working groups, including a student commander responsible for leading his/her colleagues to achieve excellence through the use of cooperative learning methods. This is expressed in the following figure: The study concluded the following: 1. The inspiring leadership influences in the development of cooperative teams for the exercise of cooperative learning activities. 2. The inspiring leadership significantly affects the behavior of teachers and students towards achieving high performance and developing higher thinking levels. 3. The inspiring leadership significantly affects the behavior of students among themselves in order to thus enhancing higher level performance, design capabilities and innovation. 4. The inspiring leadership affects the type of skills acquired through contact and communication among teams, and the ability to manage meetings. 5. The inspiring leadership affects the governing regulatory powers at the senior management levels at school and in the classroom resulting in performance development and academic excellence. Accordingly the study recommends: 1. Create training programs and workshops designed to address the concept of inspirational leadership at senior management level to highlight the significance of academic excellence. 2. To encourage senior management to listen and communicate with subordinates in solving problems and enabling teachers to continuously utilize the inspiring leadership to develop their performance in the classroom. 3. Strengthening the leadership behaviors among students who enjoy the inspiring leadership skills by allowing them to lead teams at school. 4. Spread the awareness among school staff regarding the inspirational leadership and its significance. 5. Identify the need for training and programs, which in turn improve the performance according to specified standards to attain academic excellence. 6. To strengthen and train administrative leaders using the most current management theories, tools and techniques; and provide the elements that enhance the efficacy of the inspirational leader.

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/content/papers/10.5339/qproc.2015.coe.37
2015-04-30
2019-11-19
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http://instance.metastore.ingenta.com/content/papers/10.5339/qproc.2015.coe.37
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  • Received: 30 April 2015
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