A study of social and political acumen in dynamic educational  (Page 11/15)

Summary of the Triangulation of Data

All of the principals recognized the importance of the exercise of social acumen in effective leadership and, at the same time, displayed a high level of confidence in their ability to successfully exercise social acumen. The triangulation of data indicated that these principals had mixed feelings about the role of political acumen in educational leadership and did not exhibit a high level of confidence in their exercise of political acumen.

Common in all of the research data was a clear indication that these principals were committed to fulfilling their roles and responsibilities and that they enjoyed their positions as leaders.

Implications for Leadership Development Programs

Leadership development programs need to be planned and implemented to support dynamic leadership by providing leaders with opportunities to develop and hone the skills connected with the characteristics, attitudes, and actions associated with the nature of dynamic leadership (Figure 2). The evolving nature of dynamic leadership makes it essential that leadership development programs be constantly revised and updated. In this way, leadership development can keep pace with the evolving nature of the educational leaders’roles and responsibilities. It is also important that educational leaders’participation in leadership programs is ongoing and that they meet their immediate and future needs to support the skills and knowledge required by dynamic educational leaders.

Figure 2. identified components required in leadership development

Role of Mentors

Other relevant information from the research component was the fact that the role of the mentor was regarded as an essential part of leaders being able to operate effectively. In fact, in all areas of the research, mentors were identified as contributing to leadership capacity. Eight of the 30 principals referred to the importance of the role of mentors in the open-ended questions. There was no question in the face-to-face interview relating to mentors, and as the interviewer I did not prompt or request a comment on mentors. Nevertheless, all 10 of the principals participating in the face-to-face interviews emphasized the role of mentors in their lives. In the focus group, I did discuss the feedback from the face-to-face interviews in order to discuss in depth the focus group’s perception of the role of mentors. All members of the focus group agreed that the role of mentors had great significance in their lives and that it is essential for leaders to have mentors in order to be able to build their capacity in exercising social and political acumen.

The data from the face-to-face interviews and focus group also indicated that the role of the mentor was seen as an important factor contributing to and ensuring leadership density. This was regarded as important in an environment that has had a high turn over of administrators and few veteran administrators.

The participants in the face-to-face interviews and focus group were concerned about the lack of validation for informal mentors and the need for time to be designated to ensure that the mentor-mentoree relationship was successful (Figure 3). In addition, the focus group data indicated a need for adequate preparation and training of mentors. These factors need to be integrated when planning leadership development programs.