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Explicitly discuss leadership in an academic context

As well as taking steps to ensure a more positive attitude towards leadership, it is also important to ensure staff are effectively able to recognise when they experience positive and negative leadership behaviours and change their opinions appropriately. A key way this can be accomplished is through developing a critical, reflective attitude, encourag-ing openness to challengencourag-ing leaders when negative behaviours are observed.

This is already seen in the initial teacher training programme where a critical approach to leadership is encouraged. In this way, participants will be encouraged to change their mind as leadership behaviours change. Alongside this a greater openness and criticality, will help staff in making better informed decisions over the leadership of an organisation.

Encouraging these attitudes in staff will mean it is no longer enough to have a reac-tive approach to staff who are unsatisfied with their leadership. Instead organisations need to pro-actively ensure that instances of negative leadership behaviours are elimi-nated, and that policies actively encourage positive leadership behaviours.

7 Research Questions

To what extent are more transformational leadership practices correlated with a more positive attitude to work?

We have seen that those who: believe their leaders lead effectively; believe they are well respected by leaders; have respect for the decisions of leaders; and believe that leaders have a positive effect on their organisation’s culture all have a significantly more positive attitude to their work than those who did not.

We can term the above transformational leadership practices. We can say therefore that there is a strong correlation between increased perception of transformational leadership practices and a more positive attitude to work. However, it is difficult to determine if this connection is causal. It may be that attitude to work is driving the attitude to leadership.

To what extent are attitudes to leadership determined by factors beyond organisational leadership?

To what extent this is true depends on to what extent we can believe that our two sample organisations represent the wider population. If we believe that these two organisations

– 22 – European Educational Leadership: Contemporary Issues

are representative, then it appears that views of leadership are almost entirely culturally determined with very little to do with actual effectiveness of organisational leadership.

However, perhaps it is more likely that these two graduate schemes are too similar to be representative of all organisations. In this way, it would be expected that views on organisational leadership may be similar between them. In this case, it is difficult to say to what extent organisational leadership affects attitudes to leaders.

Given that we have seen strong correlation between some background questions asked as a part of this survey, there is a significant extent to which external factors influ-ence attitudes towards leadership. However, because of the limited background infor-mation asked in this survey, the wide range of background factors which might possibly cause influence and the difficulty in understanding the interplay between those factors, it is challenging to say to what extent we can answer this question as true.

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Headteachers play in succession planning and