Education is a global concern. The post-industrial society demand different skills and mind-set from their citizens. Transforming technologies bring new possibilities whereas education is still a highly low-tech sector. Current global economic crisis and political instabilities bring new problems to educational systems. These challenges also call for new solutions from educational systems.
These deep transformations reassure the importance of leadership in educational organizations. Simply stated, those organizations that would renew themselves will survive and prosper whereas the ones which hold tightly on the traditional ways of thinking and of doing things will be the casualties of this deep transformation. As a number of emerging conditions force organizations to renew themselves, we also need to change our traditional ways of thinking about organizations. No doubt, leadership has an important role in creating and maintaining this transformation.
Traditionally, we have tended to view leadership as if it is an entirely unique substance within itself. When the leadership concept is isolated from the context in which it functions, this legitimizes the types of approaches that deal with individual traits or behaviors that make an individual a leader. The implicit assumption behind this perspective is the one that sees leadership as a capacity. Some saw the origin of this built-in capacity as a set of inherited characteristics from the birth. Some others, on the other hand, approached the origin of this capacity from a behaviorist theme, and argued that through a careful study of individual and behavioral qualities of effective leaders, we could raise effective leaders through the processes of training and behavioral modification strategies.