Positive and shared leadership

Authors

  • Manuel Álvarez Fernández Universidad de Deusto

DOI:

https://doi.org/10.14422/pym.i361.y2015.002

Keywords:

leadership, shared, emotional, results, compromise, co-worker, implitation

Abstract

Most of the iconography of leadership shows a man with a firm aspect, indicating the path to his supporters who walk following him. This image has evolved in the last decades, mainly since women integrated in the leadership of organizations, and their emotional involvement to their own leaderships. Subordinate followers from the previous period are transformed now into co-workers of a common project. Leadership is distributed having in mind the capacities of each member of the team and implication, compromise, and empathy are the fundamental ingredients of a team work in which the strategic plan, the risks, achievements and collaborative results are shared.

These have been the components taken into account when presenting a new style of positive and shared leadership, able to implicate collaborators in a suggestive and potential project. We consider collaborator everyone in the school able to have a clear influence upon those they have to supervise, that is to say, the people in directive jobs, teachers in their teaching, and in the coordination structures, families who participate in the Educative Project of the school, and first line workers, very important to make possible the running of the organization.

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Author Biography

Manuel Álvarez Fernández, Universidad de Deusto

Doctor en Filosofía y Ciencias de la educación. Miembro del equipo INNOVA de la Universidad de Deusto. Director del master sobre dirección y organización escolar de la Universidad de Deusto y Autónoma de Barcelona. Presidente  a nivel europeo del Forum Europeo de Administradores de la Educación de 1992 a 96. Fundador y director de la Revista OGE. Autor de numerosas publicaciones sobre dirección y liderazgo

Published

2015-03-24

How to Cite

Álvarez Fernández, M. (2015). Positive and shared leadership. Journal of Parents and Teachers, (361), 12–17. https://doi.org/10.14422/pym.i361.y2015.002