Leadership is a generally broad concept that has been extensively examined, variously defined, and
vigorously debated. Studies of leadership have produced multiple theories focusing on style, level of
performance, a particular set of observable character traits, and numerous other variables believed to
be associated with effective leadership.
For those of us who have had the privilege to serve, we know that leadership is far more than a
designated position or title. We clearly recognize that effective leadership also entails its own unique
set of challenges, some universal and others unique to specific roles, responsibilities, and work
Forty-four percent of classroom teachers are leaving the educational field in five years. They are leaving almost as quickly as Colleges of Education are graduating them. The professional life expectancy of school administrators is three years, except in inner-cities, in low-performing, minority or rural schools – where it is 18 months.
Leadership is, without question, one of the most widely discussed topics in our contemporary business and professional culture. Scholarly types have offered numerous theories regarding the identification and development of potential leaders and their focus has often been on leadership traits, leadership style, and leadership performance. How effective leaders provide direction, how they implement plans, and especially how they motivate others are among the most highly valued, observed, and examined characteristics of leadership practice.