AFRICAN INTERNATIONAL JOURNAL OF EDUCATIONAL

ADMINISTRATIONAL AND POLICY (AIJEAP)

Volume 4, Number 5, 2023

A
WHIRLWIND LEADERSHIP TRAJECTORY TO NEW EDUCATIONAL
LEADERSHIP STYLE. A SHIFT IN PARADIGN MANAGEMENT OF
SCHOOLS.
By
M. C. Anuna
Department of Educational Administration
Abia State University
Uturu.
[email protected]
+2348034307924
Abstract
This paper focused on whirlwind leadership theory, a new concept in the
management of educational institutions. Attempts was made to discuss the
various
leadership models. Instructional leadership, distributed, strategic,
transformational
visionary and servant leadership characteristics of a whirlwind leader was stressed
1. and the strategies to be adopted in the effective management of
educational
institutions were highlighted. Practical applications of the theory as it concerned
tertiary institutions and secondary schools were discussed.

Key Words: Leadership, Whirlwind theories, servant leader, transformational

theories, educational institutions.
Introduction
Whirlwind leadership style is a style where the leader in a sabtle manner prevace
on
his followers, subjects’ colleagues to adopt his inspiration, ideas beliefs, values
and
skills as their own, in order to achieve his objectives. The leader is involve evely
aspects of the operations of the organization. (Education system, military, religious
organizations, a whirlwind leader clones individuals who think and act like him.
These people are placed in strategic and sensitive positions.

By adopting the whirlwind style of leaders, administrator manages, plans,

coordinates and leads simultaneously. He stays in the front of the organization,
while protecting his base and rear. Furthermore, he believes in his followers,
diversifying their talents, skills and inspired them to be like himself. Like the
whirlwind where this idea emanates, he sweeps ideas of his followers into himself
and suck them in, with the fundamental objective to spit them out after a long
period
of deliberation. These refined ideas and knowledge are easily accepted by his
subordinates with enthusiasm.

All activities in the organization of a whirlwind leader blend harmoniously. He

achieves the strength and fluidity of building a combat air craft with radar
materials.
The plane will fly over the radar defence system without being detected.
Leadership Models
Instructional
Leadership
The contemporary concept of accountability ushered in by 'Leave Nobody Behind
Act
of 2002' and the effective implementation of free and compulsory primary
education
made it imperative for reforms. What is in vogue is the instructional leadership
that
accommodates and allows other teachers to participate in school management.
The
participation of teachers as an integral part of the management will enhance
learning
outcomes. Instruction leadership as a concept in the present dispensation is
necessary because an effective school leader must be able to comprehend the
innovations and new trends in curriculum design, teaching blend with
transformative
leadership skills and knowledge in order to stimulate educational changes in the
future. In the words of Hallinger (2003); Glathorn, Boschee, and Whitehead
(2006);
and Yilmarkl, (2007), the vital features of shared instructional leadership are
climate of
high expectations; a shared sense of purpose in the school; equitable reward
structure;' arrangement of activities geared towards intellectual stimulation of
staff and
students, and turning the school into a learning organization that stresses
continuous
learning.

Distributed Leadership
Leadership is very important for effective management of any organization.
Leadership is a social process that occurs naturally within a social system and is
shared/ among the members and also members of a group influence the
interpretation
of internal and external events, the choice of goals, organization of work activities,
individual motivations, abilities, power relations and shared orientations. Hoy and
Miskel, (2008) and (Yukl, 2002) also prove it as a social influence.

Distributed model entails leadership exercise by teams, groups, cluster of

individuals
and organizational features. As a result of reforms and innovations the era of a
single
individual as an instructional leader has became obsolete. Leadership involves the
participation of other educators, and teachers who are committed to
implementing the
goals of the school because of their empowerment. They are likely to support the
goals
of the school, participate in decision making, and no more alienated, helpless and
powerless. (Dalin, 1998). Distributed leadership will usher in trust and integrity
because the principal has surrendered power, control and shares authority with
the
teachers, (Yukl, 2002). As a non-hierarchical approach and concept that
emphasizes
emergence of teams and cluster of teachers as leaders, it will foster cooperation
collaboration in the schools and integrity as well as instill hope and ethical
practice like
loyalty and trust. (Wright, 2008; Hoy and Miskel, 2008).

Distributed leadership involves multiple sources of leadership to guide, monitor

and
control complex tasks in the school. The utilization of distributed leadership has
become important and imperative because no single leaders have the enormous
energy, skills and knowledge to cope with the gigantic tasks of managing a school.
Integrating the portrait methodology with the distributed leadership is important
as it
recognizes that the core of educational activities is not vision, strategies or
process
but people. It makes available a space where teachers can reflect, think and
evaluate
their unique contributions to the educational process and procedures, (Bottery,
Man,
Wright and Ngai, (2009).
Strategic Leadership Model
Leadership is the most peculiar feature of human beings and whenever a group of
individuals come together, obviously a leader will emerge. Hence, leadership is a
function of group association and interaction. It is clear that the existence of
followers is a prerequisite for leadership. There can be no leaders without
followers.
Most leadership studies focus on individuals, teams and organizations. For
example,
Kouzes and Poisner (2003), stress the importance of leaders being honest, future
focused, competent and inspirational. Furthermore, attention has being focused
also
on the teams. In this aspect, the researches carried out by Wheelan, (1999); and
Johnson and Johnson, (2003) indicate that interest is no more a single in-charge
leader but to a leader that shares his roles with team members.
According to Pisapia (2009), strategic leadership is the ability as well as the
wisdom to make consequential decisions about ends, actions and tactics in
ambiguous environments. Strategic leadership integrates management with
Byleadership, politics, with ethics and strategic intent with tactics and actions. He
further states that the strategic leaders achieve much by using a holistic learning
approach managing and leading simultaneously. By understanding the near
omnipresent nature of politics and ethics.

Transformational Leadership Model

It is obvious that the successful transformation of schools globally depends on the
roles and decision taken by the school head and his management team.
Transformational leadership entails specific leadership behaviours, decisions,
actions, strategies and plans needed for the radical transformation of the primary
and secondary school, (Luthan, 1998; Kreitner and Kinicki, 1998; Hersey,
Blanchard and Johnson, 1998).

The theory of transformational leadership does not derive from the conventional
leadership theories of influencing a group of individuals to achieve specific goals
in
a specific situation. Rather, the transformational theory of leadership tends to
highlight the specific actions the leaders should undertake in order to transform
the
organization (the school).

The leadership must identify the major players and stakeholders in the education
system and in its operating environment, solicit and obtain their support for the
change.
It is necessary to acknowledge their powers and the need to put away the status
quo. It is important also to acknowledge and deal with resistance to the
transformation.
Defining and setting up an organisation that can implement the vision has become
necessary. Regular communication of information about progress and giving
recognition and reward for achievement is very essential.

Visionary Leadership Model

Vision is the ability to initiate ideas for the future, create a vision, visualize and
realize it.
Visionary leaders always have a strong sense of purpose and are able to get them
subordinates committed to the vision. Followers always share the vision of their
leaders which are already embedded in their hearts. In Nigeria and any part of the
world,
the visionary leader must create goals, initiate activities, actions and enlist the
participation of his followers implementing the actions necessary for achieving the
goals and projects. In order to inspire pictures of what he desires the organisation
(Education system) to become the leaders must articulate the vision so that the
subordinates must see the possibility of actualizing their hopes, potentials and
aspirations, (Bennis and Nanus, 1992, Kapur, 2007).

Visionary leader needs to know that reform in the Nigerian new secondary school
curriculum is feasible when the human capital, the teachers are efficient. Effective
teacher is a reality when there is general improvement in teacher's condition of
service
in terms of higher remuneration and advances, more favorable working
environment,
greater chance to take part in decision making and opportunity for upward
mobility in
terms of career prospects (Anuna, 2002).
SERVANT LEADER
Kinicki and Williams (2011); Define servant leadership as leaders who focus on
providing
increased services to others-meeting the goals of both followers and the
organisation
rather than to themselves. A vice chancellor of a university who used his security
vote
and allowance to build and equip an e-library and pay arrears of salary of
promoted
senior lecturers is a servant leader.

Sometimes a leader may decide to share his powers and responsibilities with his
subordinates. A vice chancellor who delegates academic and administrative affairs
of
the university under his authority to the deputy vice chancellors academic and
administration, while merely coordinates their activities is shared leadership. In
shared
leadership, there is collaboration and overwhelming sharing of information, ideas,
knowledge and concepts.

Servant Leadership
Transformational leadership shares similar characteristics with servant leadership.
In
the words of Walumbwa (2010). Hoy and Miskel, (2013) defines servant
leadership as
behavior that nurtures individual growth in the organization through listening
empathy, empowerment, service and an awareness to development (followers),
members, who think, act ethically, value driven and enhance the development of
sound interpersonal relations with their colleagues. The servant leader accords
priority to the individual growth and regards it as means of achieving the
organizational goals of the school and assess the impact on the moral and ethical
impact on the larger society in an organisation like the educational system where
servant leadership are ideally for schools and universities because they are service
oriented organizations, not geared towards making profits like companies and
firms.
Servant leader to thrive must be community-oriented stress working together and
reiterate the strategic importance of collaboration over competition. The top
priority and goal of a servant leader is forging and fostering an ethical community.
The seven pillars of master as highlighted by Sipe and Frick (2009) are personal
character, people first, compassion, collaboration, skilled communication,
foresight, creative and moral authority. The ultimate goal of servant leadership is
the achievement of the aspirations of his staff and colleagues.

Greenleaf who initials in 1970 developed the concept of servant leaders believes
that a principal who wishes to operate as a servant leader must have good self
identity, have capacity for reciprocating, build health relationship with the staff,
have foresight, creative and be preoccupied with the future.

Servant leadership Leave and accept the most vital job of a school principal is not
to answer every question fully or make every decision correctly but to act as
models and catalyst for values such as excellence, caving, justice and faith.

Characteristics of a whirlwind Leader

A whirlwind leader becomes a servant leader who exercises power, unseen,
unheard, but his influence is pervading in every department of the educational
system, church, family and the military. He exercises power and authority like
water flowing over rugged rocks. Water has no power of its own, but wears, cheps
away the powerful rocks by just running over it. This is how a whirlwind over his
followers.

A whirlwind leader does not live in the past, but is open to new ideas and
innovations. He accepts ideas from his subordinates and integrates every segment
of his organisation in the management, from messengers, technicians,
administrators and assign tasks which himself can do if the roles of the leader is
reversed with his followers.

He, the whirlwind leader has no boundaries, no affiliation, but the same time
realize that his success depends on the level of commitment extracted from his
followers with ease. He believes in experimenting with new ideas. Investing his
energy in uncharted water and taking risks come easily to him. In his vision, he is
ready to sacrifice today for a better tomorrow. He is future oriented and has a
sense of fair play and strongly believes in equity. To him, fair play, justice and
equity are tripod of his management and is highly incorruptible.

His influence is pervasive in every unit of the organisation, like a pebble river
which the rippling effects lingers on the surface it has sunked to the bottom. He
also endeavours to clone his subordinates to act, think and tackle tasks like
himself. His followers are miniature replica of himself.

Whirlwind leader refuses to adhere to the status quo, but is highly creative and
accepts innovations with enthusiasm. While working hard to position his
organisation in the present, he prepares for the future. In addition, he always
keeps the channel of communication between him and his opponents
(adversaries). This was demonstrated by Nelson Mandela who said it is better to
keep your enemies nearer than friends.

He is committed to the growth of the organization, at the same time exhibit

interest in his members and subordinates. He has realized that without his
subordinates, the organisation will suffer from atropy/gradual decay. He sees his
members as part of his think tanks. He endeavours to empower his subordinates
by giving them leeway to operate.

Independently, a whirlwind leader leads no subordinates out, but encourage

vertical and horizontal communication, adopts star and circle communication
patters simultaneously.

Whirlwind Leaders and Management of Educational Institutions: The Practical

Application

A vice-Chancellor who utilized innovative methods to enhance university

education is a whirlwind leader and also a chief executive officer control of an
examination body who desire to turn it into a global organisation share the same
attributes. Also another chief executive office who aspire to introduce new
innovations to transform his curriculum and research development outfit into a
global phenomenon in the bid to work for the present, a whirlwind leader
positions the school for the future through proactive policies. He believes that
instilling hope in his subordinates as the shortest route to enhance productivity
and establish a favourable organizational climate, healthy schools and
environment. He stresses effectiveness and efficiency simultaneously. He is aware
that individuals and subordinates (teachers in the school) could be efficient,
without being effective. He emphasized that efficiency is an integral aspect of
effectiveness (Anuna, 2002)

Whirlwind leaders always groom their successors when they are in their prime
and ensure that he shares the longtime vision and goals of the company. He
should not allow insinuations from subordinates to distract from the onerous task
of managing the University effectively, harnessing the human resources with
vigour. He must learn how to control his emotions, conquer himself in order to
prevail against his adversaries and achieve the goals of the University.

He devises strategies that will make his staff have passion for their work through
making them share his aspiration and dedication to the system. He always expects
high expectations from his staff and this is achieved through high standards,
focusing on the positive and inter-personal relationships.

Furthermore, he desires to empower his subordinates and ensure their

professional growth through continuous learning. Whirlwind leaders ultimately
desire is to manage organizations that will continue to exist after their demise.
The whirlwind constitutes an integral part of his subordinates, followers and the
members also form leader art of the management. Power is diffused as the
leaders and subordinates blend harmoniously.

A whirlwind leader as a principal, vice chancellor, provost, must ultimately

relinquish his power and authority to the teachers.

He is primarily concern with the core value of managing and leading an

organization. a teacher with such attributes organizing an international conference
ceded the booking of hotel accommodation. procuring visa, transport and
secretarial work to an independent touring organisation - Syndero. Syndero with
topinkisis were responsible for the cogistics of managing the CCEAM conference
ceding the functions enable the leader/organizer concentrate on the academic
aspect of the conference which was collating of abstract, the papers of the
participants and dividing them into groups for the participation.
In all ramifications, a vice-chancellor who assigns enormous responsibility of
managing of students, tertiary education fund beneficiaries, promotion of
academic and non-academic to his subordinate, the deputy vice-chancellor
(academic) and completely rely on him for effective management of these
functions is truly a whirlwind leader. Most leaders assign responsibilities to their
subordinates in theory, but in actual practices, they are still in control.

Whirlwind leaders exist and are present at macro and micro level of management.
A head of department of educational administration who empower his secretary
to be in control of drawing up the schedule for departmental post graduate
proposals, seminar in order to focus his attention on the management and
implementation of academic programmes possess the traits of a whirlwind leader.
They are known to build institutional structures that outlive them. For example,
Rev. John Peter Harvard established Harvard University that became a renown first
class institution after his demise.

Conclusion
This paper has discussed the various leadership theories, the instructional
leadership,
Visionary, transformation, strategic and the new concept of leadership, the
whirlwind.
the merit and demerit of each vain theories were analyzed for effective
management
Of educational institutions, the whirlwind leadership ultimately has the
fundamental
Goel of turning the follower into mini-leaders and the schools becoming
professional
Learning community, They are futuristic. Focus on the needs of the members and
envisage in their visions what they desire the schools to be and achieve. The
ultimate
Goal of whirlwind leaders is to achieve positive results.
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