The concept of leadership dates to prehistoric or even ancient times, but the actual etymology of the word is much more modern.

In the 1840s, historian Thomas Carlyle proposed what was known at the time as the “Great Man Theory”, that some people are born to lead, the mythology behind some of the world’s most famous leaders.

Since then, several theories of leadership and leadership styles have emerged over the years - transformational, distributive, or transactional leadership - and arguments regularly surface about whether leadership skills can be developed rather than inherited.

However, a truly effective leader does not find one style that suits them and sticks to it, but instead engages in what is called situational leadership.

The role of situational leadership

The situational theory of leadership, developed by researchers Paul Hersey and Ken Blanchard in the 1970s, suggests that no single leadership style is best and offer solutions with four different approaches: directing, coaching, supporting and delegating.

Each one determines what style needs to be used based on the situation that is presented.

Of course, most school leaders will naturally adjust their style to suit the situation, but understanding the models that exist and when to employ the right one, when and with which staff, is a skill that it takes time to get right.

1. Leadership by coaching

Coaching is a type of situational leadership style that involves a great deal of “hands-on” involvement in your teachers’ work process.

An example of coaching is when a leader spends time observing lessons or mentoring a struggling teacher to help improve their teaching.

2. Leadership by direction

The directing leadership style typically involves taking over a challenging situation and applying specific knowledge and experience to steer the course.

For example, if your school is struggling with student behaviour, a skilled member of the leadership team can be brought in to develop a behaviour strategy to improve learning.

A directing-type leader will establish clear goals and objectives, although staff members have some latitude as to the process used to meet the goals.

3. Leadership by delegation

The delegating style places more of the responsibility on the shoulders of the teachers as opposed to the leaders.

The leader can provide guidance, but only when needed or requested by the teachers.

This style is most effective with an experienced staff that can work independently.

4. Supportive leadership style

In the supporting style, the leader plays more of a motivational role.

The main function is to attempt to instil confidence in the teachers, so they eventually become more self-sufficient and productive.

This style typically involves the assigning of tasks by the leader while providing support as needed.

It is like delegation, but for less-experienced teachers who need the reassurance of a leader’s support as they go about their tasks.

As a leader

Having situational leadership on my radar has increased my number of leadership styles, but what has been most effective is when I can identify which style is needed and adapt my behaviour accordingly.

Working in an international school is a setting that can consist of qualified and non-qualified staff, students and parents of various levels of demand, many other administrative positions, and school board members.

Each of these groups has different levels of ability and need so it is vital that a leader can be flexible and adapt as required.

As a teacher

Most teachers are probably engaging in this already - at any career level - with these same methods in use in most classrooms between teachers and students.

Teachers are leaders to their students and need to be able to change their behaviours to fit the different situations they are presented with.

Each one of their students may fall into a different level of readiness and teachers need to be able to adjust accordingly.

• If a student is not willing or has low ability for the subject, the teacher needs to be more directive.
• If a student wants to do the work but has low ability, the teacher will be more of a coach.
• If a student is not willing but knows how or has high ability, the teacher is more likely to be supporting.
• If a student is willing and able, the teacher can simply use delegation.

The successful teacher is one that gets to know his or her students and figure out what works and what does not.

Ultimately, schools can be an unpredictable environment: leaders and teachers should not be static.

To lead successfully, in any aspect of life, you must learn to adapt to the circumstances, and even more, to the people we live and work with every day.

Kevin Goggins is head of international at Skt Josefs School in Denmark. He has taught internationally for over 6 years