"Educational Leadership in the

Classroom, School, and

Community in Light of
International Trends and
Experiences"
Special Program in English
Third Class

First Term
2025/2024
 |Page1

Vision

The Faculty of Education at Menoufia University aspires to be a

leading model in the field of education, educational research, and
community service, both locally and regionally, in alignment with
the goals of sustainable education

Mission
"The Faculty of Education at Menoufia University works to
graduate highly competent and distinguished teachers who meet
the needs of the educational labor market, produce educational
research that keeps pace with ongoing developments, transfer
educational knowledge to serve the community, and promote
environmental development in line with the transition toward
green education and fulfilling its requirements."
 |Page2

Menoufia University
Faculty of Education (Department of Educational Foundations)
Course Description

Course Description: Educational Leadership

Third Year, All Majors, First Semester

1- Course Information
Course Code: ed
Course Name: Educational Leadership in the Classroom, School, and Community
in Light of International Trends and Experiences
Year: Third Year, All Majors
Specialization: Educational Foundations
Credit Hours: 1 Theoretical, 1 Practical

2- Course Objective
The course aims to introduce student teachers to the concept of leadership, the
components of the leadership process, its characteristics, and importance. It
covers leadership skills, styles, and theories, as well as introducing concepts like
green leadership, its philosophy, objectives, characteristics, and importance, as
well as the concept of digital leadership, its objectives, importance, dimensions,
requirements, stages of implementation, challenges, and successful strategies for
achieving it.

3- Learning Outcomes

A- Knowledge and Concepts:

Upon completion of the course, students are expected to be familiar with the
following concepts:

• The concept and components of the leadership process.

• A historical overview of servant leadership.
• Characteristics of servant leadership.
• The nature and principles of digital leadership.
• Successful strategies for achieving digital leadership.
• Dimensions of green leadership.
• The philosophy and objectives of green leadership.

B- Cognitive Skills:
Upon completion of the course, students are expected to have developed the
following cognitive skills:

• Understanding the importance of digital leadership in improving school

managers’ performance.
 |Page3

• Understanding the relationship between modern leadership trends in

schools and the development of teachers’ performance.
• Recognizing the significance of green leadership in understanding the
school environment and solving its problems.
• Linking current school realities and future aspirations to modern trends in
educational leadership.
• Forming a general framework of thought about educational leadership and
its contemporary requirements.

C- Professional Skills:
Upon completion of the course, students are expected to have developed the
following professional skills:

• Recognizing the importance of educational leadership in improving

teacher performance.
• Extracting educational ideas about modern leadership trends.
• Linking green leadership practices to societal developments.
• Applying green leadership practices to achieve sustainable development.
• Utilizing digital leadership to invest in modern technologies.

D- General and Transferable Skills:

Upon completion of the course, students are expected to have developed the
following general and transferable skills:

• Presenting reports and research papers.

• Completing assigned tasks.
• Using counseling skills to address educational issues.
• Developing a positive attitude toward improving educational work in
educational institutions.
• Gaining the ability to persuade and provide constructive guidance.
• Identifying problems facing educational institutions.
• Actively contributing to community development and meeting its needs.
• Providing creative ideas to improve scouting activities and their
objectives.

4- Course Content:

Week Course Topics

Concept of leadership, leadership and management, Principles of
First
leadership, characteristics of leadership
Second Theories of leadership
Third Imprtortance of leadership, types of leadership
Fourth Educational leadership, Roles of educational leader, Skills of Effective
 |Page4

Week Course Topics

Educational leaders
Characteristics of Successful Educational leaders, Types of
Fifth
Educational Leaders
Concept of green leadership, philosophy of green leadership
Sixth
objectives of green leadership, main characteristics of green leadership
Seventh key guidelines for leaders to achieve green leadership,
Eighth Importance of digital leadership,
Ninth dimensions of digital leadership
Tenth Requirements for implementing digital leadership,
Eleventh challenges to implementing digital leadership
Stages of implementing digital leadership, successful strategies for
Twelfth
achieving digital leadership
Thirteenth
tasks and roles of a digital leader, examples of global experiences in
Fourteenth
digital leadership

5- Teaching and Learning Methods:

• Lecture and presentation

• Discussion
• Practical training
• Case study
• Use of educational technology
• Utilizing the library to explore leadership books

6- Teaching and Learning Methods for Students with Limited Abilities:

• Special assignments
• Special tutoring sessions
• Achievement enrichment
• Problem-solving approach
• Brainstorming
• Cooperative learning approach

7- Student Assessment:
A- Assessment Methods:

• Classroom work
• Oral exams
• Research papers
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• Discussion of research reports and assignments

• Evaluation of field visits
• Written exams to assess final achievement

B- Assessment Timing:

• Weekly
• Monthly
• End of the semester

C- Grading Distribution:

• Classroom work: _____ grade

• Written exam: _____ grade
• Total: _____ grade

8- Recommended Textbooks and References:

B- Required Books:

• Rateb Salama Al-Saud: Educational Leadership, Cairo, 2013

C- Suggested Books:

• Ahmed Bataha: Educational Leadership: Its Effectiveness, Issues, and

Challenges, Dar Wael for Publishing and Distribution, Amman, 2015
• Qassim bin Aail Al-Harbi: Educational Management: Modern
Approaches and Trends, 2022
• Misom Sarouti: Contemporary Educational Leadership, Dar Al-Kutub,
Cairo, 2011

D- Academic Journals or Bulletins, etc.:

• Quality, Asmaa Ali Saleh; Al-Shamasi, Areej Abdul Rahman Nasser

(2022). "The Role of Sustainable Leadership in Applying the Knowledge
Economy: A Field Study on Faculty Members at King Abdulaziz
University in Jeddah," Islamic University Journal for Economic and
Administrative Studies, 30(4), 31-54.
• Many other scholarly articles and journals are also listed.

Table of Contents
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Vision 1

Mission 1

Course Description

Table of Contents 6

Chapter 1: 7

Section 1: Conceptual Framework of Leadership (Concept and

Characteristics) 7

Section 2: The Educational Leader (Concept, Types,

Characteristics) 33

Chapter 2: Green/Sustainable 46

Chapter 3: Digital Leadership 75

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Chapter One
-
-The Conceptual Framework of Leadership (Concept and Characteristics)

Section One: Leadership

Section Two: The Leader (Concept, Types, Characteristics)

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Introduction

The importance of leadership education may be underestimated

or undervalued relative to other topics in the complex schema

of undergraduate curriculum. In order to avoid falling into this

error, it is useful to focus not only on various definitions and

theories of leadership but also on current university students’

perceptions of leadership. Arguably, greater understanding of

undergraduates’ perceptions of leadership can inform higher-

education decision makers, as well as university and

community stakeholders around the world, as they engage in

the process of creating policies, praxes, and curricula aimed at

more effectively and actively preparing students to assume the

mantle of leadership. In other words, greater awareness of

higher-education professionals about undergraduates’

perceptions will translate into more effective leadership

education and more opportunities for university students;

greater understanding of leadership theory and practice among

university students will translate into greater fulfillment of the

world’s need for effective leaders. This study acknowledges

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and responds to the importance of expanding and disseminating

leadership knowledge among members of these groups by

seeking to learn more about undergraduate students’

perceptions of leadership, specifically the perceptions of

leadership among female students at the University of

Dammam in Saudi Arabia, a population that thankfully is

beginning to reach the attention of scholars. The focus on

leadership topics is not new or unique, of course. For example,

Frederick Rudolph’s classic work on American education, first

published in 1962 and republished in 1990, reveals that the

preparation of students for leadership positions has for many

decades been a key goal of higher education in the US. One of

the key short-term benefits of leadership education includes an

increase in students’ level of meaningful engagement in

university life and level of persistence in pursuing their degree.

What is leadership?

Leadership is a profound and multi-dimensional phenomenon.

For centuries and even millennia, philosophers and other

scholars as well as many practitioners have examined the nature

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of leadership. A review of the leadership literature reveals that

most of the definitions state that leadership is a process of

interpersonal influence aimed at accomplishing a series of

shared objectives. Rauch and Behling [18] define leadership as

the process of affecting a group of individuals in order to

facilitate the organizational work required for the

accomplishment of specific goals. Jacobs and Jaques emphasize

that leadership is a process of giving purpose to the efforts of

the group. Yukl also states that leadership is a process of

affecting a group of individuals and of facilitating their efforts

in order to accomplish shared organizational goals. Similarly,

Northouse [17] defines leadership as a process by which the

leader guides and motivates a group of individuals in order to

attain specific objectives.

Leadership is a process that involves the leader’s exercise of

influence on the behaviors and attitudes of his or her

subordinates in specific situations. Influence is a critical aspect

of being a leader. Moreover, leadership cannot be exercised

without effective communication between the leader and his or

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her subordinates. Without effective communication, it is

impossible for a leader to achieve the shared goals and to exert

his or her influence on the followers. Another important aspect

of the definition is that leadership is concerned with the

accomplishment of specific goals. Leadership involves

marshalling and directing the individual and collective efforts

of the individuals who comprise the group toward the

accomplishment of clearly defined objectives. Leaders should

empower, support, and inspire their subordinates in order to

achieve goals that are shared by the leaders and the

subordinates. Leadership is a continuous social process.

What is Management?

According to Rossingol (2023), management concerns the

coordination and administration of tasks. It is a process of

coordinating the efforts of employees to accomplish the objectives,

using available resources.

The basic responsibilities of managers, according to Kotter, can be

divided into three groups:

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Planning and budgeting

Managers determine objectives and develop plans for how to achieve

them. They plan initial processes, as well as make adjustments in the

course of work.

Controlling and problem-solving

Managers control what employees do, and how they do it, and then

perform evaluations to optimize and improve.

Organizing and staffing

Managers hire the right people to do the job and make efforts to retain

talent, through the policies of pay rises, benefits, and training

programs.

Management is about efficiency and effectiveness. It is about

completing tasks within specific timelines, problem-solving, and

bringing results.
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The difference between leadership and management

A manager can be a leader, but this is not necessarily a given. Their

focus may be more granular, procedural - more focused on tactical

processes and on the nuts and bolts of how things get done.

Likewise, a leader can be a manager. But it can also be anyone else on

the team, if they step into that role.

Both leaders and managers make a valuable contribution to an

organization – but this contribution is different. Leaders advocate

change and new approaches, looking for new ideas. Managers focus

on stability and maintain the status quo. Leaders see a forest, and

managers see the individual trees (Rossingol, 2023).

Characteristics of Leadership
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Leadership is a multifaceted concept that involves influencing,

guiding, or directing a group of individuals towards achieving a

common goal. It can be understood in terms of several key

characteristics:

1. Influence: Leadership involves the ability to influence others'

thoughts, behaviors, and actions. This influence is often

achieved through communication, motivation, and modeling

desired behaviors.

2. Vision: Leaders often have a clear and compelling vision of the

future, which they can communicate to their followers. This

vision serves to inspire and provide direction.

3. Motivation: Leaders motivate their followers to achieve the

group’s objectives. They understand their followers' needs and

aspirations, and use this understanding to motivate them

effectively.

4. Decision Making: Leaders are often responsible for making

decisions that affect the group. They gather and analyze

information, consider alternatives, and make decisions that they

believe will have the most positive impact.

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5. Responsibility: Leaders take responsibility for the outcomes of

their decisions and actions. They are accountable for the

successes and failures of their group.

6. Empathy and Understanding: Effective leaders are

empathetic and understanding. They recognize the needs,

feelings, and perspectives of their followers, and use this

understanding to guide their leadership.

7. Integrity: Leaders should possess a strong moral compass and

uphold the highest ethical standards. They act with honesty and

fairness, which helps to build trust with their followers.

Principles of Leadership

1. There must be a common, shared mission or purpose, or at least one

that a leader gets commitment to, and clear strategies for pursuing it.

2. Hearts and minds have to be won in the sense that the vision,

mission and strategies must make sense intellectually and must also

appeal to, or create, positive emotions, engagement and motivation or

inspiration as a result.
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3. The use of position power (authority) is abrogated in favour of

gaining commitment through using one’s personal power.

Theories of Leadership

According to ALGHAMDI and Ahmed (2018), a review of the

leadership literature reveals the development of leadership thought

from an initial emphasis on the characteristics of leaders to the more

recent formulation of theories of transformational change. While the

early theories focus on the traits and behaviors of effective leaders,

contemporary approaches focus heavily on the contexts within which

leadership is exercised and on the impact that leaders can have on

those contexts. The so-called “Great Man theory” is based on the

premise that leaders are born and not made—in other words, that

leadership is an innate capability but instead is a skill that can be

acquired through training programs. An implication of the theory is

that an individual must have specific traits in order to be able to lead

effectively and efficiently. Even though multiple traits have been

identified over many years of research, there is little to no consensus

about the specific traits that are required. Nevertheless, some traits

appear in the literature more frequently than others. These include the
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following: high intelligence, high energy, high motivation, self-

confidence, selfawareness, assertiveness, decisiveness, strong

intuition, honesty, fairness, integrity, flexibility, physical

attractiveness, and charisma. The most heavily emphasized

characteristic in recent traitsoriented leadership studies is charisma.

The focus on traits has attracted considerable criticism for the large

number of characteristics that an effective and efficient leader would

seem to require. Moreover, some critics have pointed out that the

presence of deficiencies in some of these traits in a particular

individual does not necessarily imply that that individual is not a true

leader. In addition, there has been criticism that there are significant

disparities in the relative importance of the most frequently mentioned

characteristics. Thus, it is clear that the traits theory does not provide

an accurate and comprehensive explanation of the nature of effective

leadership.

The behavioral theories of leadership have largely shifted the focus of

leadership effectiveness away from personal characteristics and

towards actual behaviors. In other words, there has been a transition

from who leaders are to what leaders do. According to the behavioral
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approach, effective leadership behaviors are not innate and therefore

can be learned and adjusted. Extensive studies have applied and

explored the behavioral approach to leadership. The Ohio, Michigan,

and Iowa University studies, the Likert studies, and the Blake and the

Mouton studies (which included the Managerial Grid) are among the

most important studies focused on investigating effective leadership

behaviors. The Michigan study and some other studies classified the

behaviors of leaders based on three important dimensions—

joboriented behaviors, people-centered behaviors, and development-

oriented behaviors—and assumed that these three leadership

behaviors are correlated with leadership efficiency. The behavioral

theory of leadership implies that there is a relationship between

leadership style and the efficiency of the group. Notwithstanding their

common elements, the various empirical studies that are based on this

theory fail to agree on a specific leadership behavior or style that can

be characterized as essential for ensuring the effectiveness of an

organization.

While the trait and the behavioral approaches attempt to establish who

is a leader and what constitutes effective leadership behaviors, they do

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not clarify what leaders actually do in various situations. Noteworthy

attempts to address this omission were the late 1960s studies by

Fiedler (2006), House and Mitchell (1974), and Vroom and Jago

(1988) which introduced the first contingency theories of leadership.

These theories argue that no single leadership behavior is entirely

suitable for all organizational settings and situations, and that

leadership effectiveness depends on the adoption of behaviors that

align with the requirements of each specific situation. In other words,

the best leader is the individual who can change his or her behaviors

in accordance with the distinctive requirements of each situation. This

approach to leadership applies not only to persons in senior or

leadership positions, but also to persons who lead others. In his

theory, Fiedler (2006) states that there is a relationship between the

leadership practices that are implemented on the one hand and the

leader’s effectiveness and efficiency based on the nature of the

organizational situation on the other hand. The situational theories of

leadership attempt to identify the most important leadership situations

and to propose various leadership styles that might fit these situations.

They assume that the most effective leadership behavior is based on

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several factors that are external to the organization as well as on

several internal situational factors including the following: the

leader’s personality, philosophy, and attitudes towards his or her

subordinates; the subordinates’ individual and collective

characteristics; the culture of the organization and of the society

within which the organization is operating; and the characteristics and

complexity of the situation.

The earlier theories focus on the transactional leadership—on leaders

who influence and motivate the individuals under their direction

toward the accomplishment of the organizational goals. These theories

also focus on the characteristics and on the styles of the leader and his

or her subordinates, as well as on the situational factors that can

influence the effectiveness of the leader. Given the escalating

pressures and challenges that have been confronting contemporary

organizations and work teams over the last half century (e.g.,

globalization, technological change, and market turbulence), the need

for a new approach to leadership is greater than ever before. In the late

1970s, James MacGregor Burns introduced the transformational

approach to leadership. According to Burns [26], a transformational

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leader is more effective than a transactional leader who tends to be

more task and work-oriented. Bernard M. Bass [27] extends the

premises that underlie the transformational theory. Bass’s findings are

considered to form one of the major theories of leadership that are

used by contemporary management scholars and practitioners.

Transformational leaders are believed to care about and guide all of

the members of the team and to “provide them with the socio-

psychological support necessary for them to move forward and act for

the organization” [28]. They inspire their subordinates to sacrifice the

pursuit of their idiosyncratic interests for the benefit of the

organization as a whole. They also inspire their subordinates on an

intellectual level in order to resolve the problems of the organization

[27]. The transformational theory is based on the assumption that

change in the subordinates’ outlook and perceptions will lead to the

growth and development of the entire organization. A

transformational leader is able to define a clear vision and clear goals

for the organization and to articulate this vision and these goals in an

unmistakable fashion. He or she leads by example, in particular by

fulfilling the expectations that he or she places on his or her followers.

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A transformational leader also pays close attention to the needs and

aspirations of the other individuals in the organization and provides

them with continuous feedback. According to Anderson [29],

transformation chiefly depends on the combination of a meaningful

mission with planning, collaboration, and innovation as these

elements have a significant impact in terms of motivating a group of

people towards the achievement of a measurable set of goals. A

transformational leader empowers the individuals under his or her

direction to grow and avoid underperformance while consistently

setting high assessment standards. He or she also is able to recognize

the differences that exist among the followers and to inspire and in

some cases mentor both underperforming and outstanding individuals

to strive for excellence. The transformational theory of leadership

focuses on the personal characteristics and behaviors of effective

leaders, with due regard both to leadership traits and to behavioral

approaches to leadership.

For more information please visit the following link:

https://core.ac.uk/download/pdf/234696192.pdf

What is the importance of leadership?

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According to Siena Heights University (2022), there are ten reasons

why leadership is important:

1. IMPROVES COMMUNICATION

One of the most important duties of a leader is to facilitate

communication within the workplace. Clear and concise

communication is essential for any team to function correctly.

Effective leaders will make it a point to keep lines of communication

open at all times and create an open and inclusive environment where

everyone feels comfortable sharing their ideas. By ensuring

employees have a forum to voice their concerns and opinions, a leader

can encourage a work culture where new ideas are welcome, and

misunderstandings are avoided.

2. CREATES A BETTER WORK ENVIRONMENT

Leaders have a profound impact on their overall work environment.

They create an atmosphere of trust and respect, which in turn fosters

creativity and collaboration. Employee morale is also higher in

workplaces with strong management, leading to greater motivation.

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3. IMPROVES PRODUCTIVITY

An effective leader makes all the difference in a team’s productivity.

When employees feel valued and motivated, they are more likely to

be productive. On the other hand, a poor leader can cause employees

to become disengaged and uninterested in their work. A team that is

led effectively will be more productive, efficient, and successful

overall.

4. INCREASES EFFICIENCY

A productive leader can help to improve efficiency by getting the

most out of their team. Leaders can help improve efficiency by

ensuring everyone is working towards the same goal and doing what

they do best. They can provide guidance and direction and delegate

tasks to make the most of everyone’s strengths.

5. DECREASES MISTAKES

A capable leader is essential for any workplace that wants to minimize

mistakes and run smoothly, especially important in high-pressure

environments where mistakes can have serious consequences. A

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leader needs to be able to identify potential problems early on and

head them off to avoid costly mistakes.

6. MOTIVATES EMPLOYEES

Good leaders know how to effectively motivate their employees. They

understand that people are different and that what works for one

person may not work for another. As a result, they take the time to get

to know their team members and discover what makes them tick.

They also create a positive work environment where employees feel

valued and appreciated. When employees feel like they are part of a

team and that their contributions matter, they are more likely to be

engaged and motivated.

7. SETS A GOOD EXAMPLE FOR OTHERS

An effective leader knows that setting a good example is one of the

best ways to inspire others. After all, people are more likely to follow

someone they see as a role model. That’s why it’s so crucial for

leaders to lead by example. By behaving in a way that exemplifies the

values and goals of their team or organization, they can show others

what it means to be a committed and successful member.

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8. INSPIRES HARD WORK

A great leader is able to instill a sense of purpose in their team. When

people feel like they are working towards something bigger than

themselves, they are more likely to be willing to put in the hard work

required to achieve it. An effective leader knows how to tap into this

sense of purpose and channel it into productive effort.

9. CREATES A STRONG VISION AND DIRECTION FOR THE

FUTURE

A successful leader understands the importance of having a solid

vision and how to create one that will guide their organization toward

a bright future. A strong vision means having a clear idea of where the

organization is going and what it wants to achieve. It also means

articulating this vision in a way that inspires and motivates others to

follow. Without a clear vision, maintaining momentum or progressing

toward long-term goals can be challenging. A leader with a strong

vision can create a sense of direction and purpose, helping to focus

and energize an entire organization.

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10. HELPS KEEP EMPLOYEES ON TRACK

Once the company’s vision is well-articulated and understood, sound

leadership is essential to keep employees focused on reaching that

goal. This means clearly communicating the company’s vision and

objectives as progress is made and changes occur and then providing

the necessary support and resources. Maintaining lines of

communication throughout projects, being positive, and ensuring

employees receive the support they need to achieve their tasks all help

keep staff on track with an organization’s overarching vision.

Types of Leadership

According to CFI (2023), there are different types of leadership :

1. Democratic Leadership
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A democratic leadership style is where a leader makes decisions based

on the input received from team members. It is a collaborative and

consultative leadership style where each team member has an

opportunity to contribute to the direction of ongoing projects.

However, the leader holds the final responsibility to make the

decision.

2. Autocratic Leadership

Autocratic leadership is the direct opposite of democratic leadership.

In this case, the leader makes all decisions on behalf of the team

without taking any input or suggestions from them. The leader holds

all authority and responsibility. They have absolute power and dictate

all tasks to be undertaken. There is no consultation with employees

before a decision is made. After the decision is made, everyone is

expected to support the decision made by the leader. There is often

some level of fear of the leader by the team.

3. Laissez-Faire Leadership
 | P a g e 29

Laissez-faire leadership is accurately defined as a hands-off or passive

approach to leadership. Instead, leaders provide their team members

with the necessary tools, information, and resources to carry out their

work tasks. The “let them be” style of leadership entails that a leader

steps back and lets team members work without supervision and free

to plan, organize, make decisions, tackle problems, and complete the

assigned projects.

4.Transformational Leadership

Transformational leader not only inspire followers to seek highlevel

goals, but also facilitate them to accomplish them (Bass, 1985).

Research evidenced that transformational leadership is one of the

most powerful form of leadership globally in all cultures and

organizations (Bass, 1997), because transformational leaders have a

vision that go beyond their own interests toward the benefit of their

employees, groups, and organization (Burns, 1978).

5.Transactional Leadership

Transactional leadership is more short-term and can best be described

as a “give and take” kind of transaction. Team members agree to

 | P a g e 30

follow their leader on job acceptance; therefore, it’s a transaction

involving payment for services rendered. Employees are rewarded for

exactly the work they would’ve performed. If you meet a certain

target, you receive the bonus that you’ve been promised. It is

especially so in sales and marketing job.

For more information please visit the following link:

https://www.scribd.com/document/366854066/12-Different-Types-of-

Leadership-Styles

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Ahmed. (2018). LEADERSHIP SKILLS OF FEMALE UNIVERSITY

STUDENTS IN SAUDI ARABIA: POSSIBILITIES FOR IMPROVEMENT.

Journal of Global Research in Education and Social Science. 11(1): 1-14.

Anderson T. Transforming leadership: New skills for an extraordinary future.

Amherst, MA: Human Resource Development Press; 1992.

Bass BM. From transactional leadership: Learning to share the vision.

Organizational Dynamics. 1990;18(3):19-31.

 | P a g e 31

Bolden R, Gosling J, Marturano A, Dennison P. A review of leadership theory

and competency frameworks. Exeter, UK: University of Exeter, Centre for

Leadership Studies; 2006

Burns JM. Leadership. New York, NY: Harper & Row; 1978. 27.

CFI. (2023). Leadership Styles.

https://corporatefinanceinstitute.com/resources/management/leadership-styles/

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(Eds), Measures of leadership. West Orange, NJ: Leadership Library of America;

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Sage Publications; 2010.

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 | P a g e 32

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important-in-the-workplace/

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organizations. Englewood Cliffs, NJ: Prentice-Hall; 1988.

Yukl GA. Leadership in organizations (6th ed). Upper Saddle River: NJ: Pearson-

Prentice Hall; 2006.

 | P a g e 33

Section Two:
Educational Leaders

1) Educational Leader

The educational leader has an influential role in promoting positive

outcomes for students. Effective educational leaders promotes the

capacity of educators by inspiring, affirming, challenging and

extending their practice and pedagogy. This joint endeavour

involves inquiry and reflection, and supports ongoing learning and

professional development (ACECQA, 2018).

2) ROLE OF THE EDUCATIONAL LEADER

 | P a g e 34

According to The Australian Children’s Education & Care Quality

Authority (2018), the role of the educational leader is primarily to:

• collaborate with educators and provide curriculum direction and

guidance

• support educators to effectively implement the cycle of planning

to enhance programs and practices

• lead the development and implementation of an effective

educational program in the service

• ensure that children’s learning and development are guided by

the learning outcomes of the approved learning frameworks.

The educational leader also has a significant role in:

• guiding and developing educators and families’ understandings

about play and leisure-based learning, and the significance of the

early years in the education continuum for children

• building the knowledge, skills and professionalism of educators

 | P a g e 35

• building a culture of professional inquiry with educators,

coordinators and staff members to develop professional

knowledge, reflect on practice and generate new ideas.

For more information please visit the following link:

https://www.acecqa.gov.au/sites/default/files/2019-

05/QA7_TheRoleOfTheEducationalLeader.pdf

3)Skills of Effective Educational leaders

According to Kapur (2022), The different skills of leaders are stated

as follows:

1. Desire to Lead

In the implementation of any types of job duties, resisting

the work of leading will make it difficult to promote

effectiveness. Furthermore, the individuals usually do not

feel confident enough in carrying out their job duties well.

The desire to lead enables the leaders to provide adequate

knowledge and understanding to the subordinates, they will

 | P a g e 36

develop motivation among them towards their job duties,

stimulate their mind-sets towards learning

2. Commitment to the Mission and Vision of the Organization

The leaders need to be well-aware in terms of mission and

vision of the organization. The mission and vision are

primarily focused upon the areas, i.e. what the organization

would do, who it would serve and how the goals and

functioning of the organization would prove to be beneficial

to the community.

3. Integrity

Integrity is defined simply as being true, authentic in one’s

actions and deeds and demonstrating sensibility,

reasonableness, maturity and wisdom. When the leaders

implement these traits, they are able to benefit in number of

ways.

4. Communication
 | P a g e 37

Effective communication is regarded as the fundamental

skill of explaining the employees various aspects of the

organization.

5. Motivation

Motivation is the leadership skill that initiates, guides and

maintains goal-oriented behaviors. Motivation involves

biological, social, emotional and cognitive forces to activate

the behavior of the individuals.

6. Trustworthiness

Trustworthiness is referred to the ability to be relied on as

honest and truthful.

7. Creativity

Creativity is the phenomenon of forming something new and

something valuable. It is referred to an act of turning into

new and imaginative ideas into reality. Creativity is

characterized by the ability to perceive the world from

different viewpoints.

8.Delegating
 | P a g e 38

Delegating is referred to the assignment of any authority to

another person to implement specific functions. It is

regarded as one of the core concepts of management

leadership.

9.Conscientiousness

Conscientiousness is the personality trait of being careful

and diligent.

5) Characteristics of Successful Educational leaders

Effective educational leaders in schools play an integral role

in shaping the academic success and overall environment of

a school. A successful leader can inspire and motivate

teachers and students alike, fostering a positive and

productive learning atmosphere.

1. Vision and Mission: An effective educational leader has a clear

vision and mission for the school. They can articulate this

vision to staff, students, and parents, and inspire others to share

 | P a g e 39

in this vision. They also ensure that all school activities are

aligned with this vision.

2. Instructional Leadership: Effective leaders are focused on the

core mission of education – teaching and learning. They are

familiar with the latest educational research and pedagogical

practices. They work closely with teachers to improve teaching

methods, develop curriculum, and monitor student progress.

3. Relationship Building: Building strong relationships with staff,

students, and parents is a key aspect of effective leadership.

This includes open and frequent communication, empathy, and

respect for others' perspectives.

4. Decision-Making: Effective leaders are decisive and make

informed decisions that benefit the school community. They are

able to balance the needs and interests of different stakeholders,

and are not afraid to make tough decisions when necessary.

5. Professional Development: They prioritize the professional

growth of teachers and staff, encouraging continuous learning

and providing opportunities for professional development.

 | P a g e 40

6. Resource Management: Effective leaders ensure that the

school’s resources are managed effectively and are used to

support high-quality teaching and learning. This includes

financial resources, physical resources, and human resources.

7. Resilience and Adaptability: The educational landscape is ever-

changing, and effective leaders need to be resilient and

adaptable. They must be able to cope with change, deal with

challenges, and lead the school through periods of transition.

8. Ethical Leadership: Effective educational leaders act with

honesty, transparency, and integrity. They uphold the highest

ethical standards and set a good example for the rest of the

school community.

9. Inclusive Leadership: An effective leader ensures that all

students, regardless of their background or abilities, have equal

access to learning opportunities. They promote a culture of

inclusivity and respect for diversity in the school.

10.Performance Management: Effective leaders regularly evaluate

the performance of teachers and staff, providing constructive

feedback and recognising and rewarding good performance.

 | P a g e 41

In conclusion, effective educational leaders in schools are

multifaceted individuals who possess a mix of interpersonal,

organizational, and instructional skills. They are visionaries who can

inspire and motivate others, and they play a crucial role in creating a

positive, productive, and inclusive learning environment.

6)Types of Educational Leaders

Educational leaders can take on different roles and approaches based

on their personal style, the needs of their school, and the context in

which they operate. Below are several types of educational leadership

styles that are commonly recognized:

1. Transformational Leadership: This type of leader is visionary and

inspirational, motivating staff and students to strive for a higher level

of achievement. They aim to transform the school's culture and

 | P a g e 42

practices, often fostering a sense of shared goals and collective

responsibility.

2. Instructional Leadership: These leaders focus primarily on

enhancing teaching and learning. They work closely with teachers to

improve instructional strategies, curricula, and student performance.

They often have a deep understanding of pedagogy and are committed

to continuous improvement.

3. Servant Leadership: Servant leaders prioritize the needs of the

teachers, students, and parents above their own. They believe in

serving others and fostering their growth and well-being. This

approach can help build a supportive, collaborative, and empathetic

school community.

4. Participative or Democratic Leadership: This style of leadership

involves making decisions collectively, taking into account the input

and feedback from teachers, students, and parents. This promotes a

sense of shared ownership and democratic values within the school.

5. Autocratic Leadership: Autocratic leaders make decisions

independently with little or no input from others. While this style

 | P a g e 43

might be effective in certain situations that require quick decision-

making, it can also discourage participation and collaboration.

6. Laissez-faire Leadership: These leaders provide a high level of

autonomy to their staff, allowing them to make their own decisions

and solve problems independently. This style can foster creativity and

initiative but may also lead to a lack of direction if not balanced with

some level of oversight and guidance.

7. Transactional Leadership: Transactional leaders operate on a

system of rewards and penalties. They set clear expectations and

goals, and staff are rewarded for meeting these goals or penalized for

failing to do so. This approach may work well for achieving specific

objectives, but it might not foster a sense of shared vision or intrinsic

motivation.

8. Distributed Leadership: This approach involves distributing

leadership responsibilities among a team of individuals rather than

concentrating them in a single leader. This can foster collaboration

and shared responsibility but requires good coordination and

communication.
 | P a g e 44

Each leadership style has its own strengths and weaknesses, and

effective leaders often adapt their approach based on the situation and

the needs of their school community. The most successful educational

leaders are those who are flexible and versatile, capable of employing

different leadership styles as needed.

References

The Australian Children’s Education & Care Quality Authority (2018). THE
ROLE OF THE EDUCATIONAL LEADER. Quality Area 7.

Kapur, R. (2022). Leadership Skills: Fundamental in Leading to Effective

Functioning of the Organizations.
https://www.researchgate.net/publication/344361074_Leadership_Skills_Fundam
ental_in_Leading_to_Effective_Functioning_of_the_Organizations
 | P a g e 45

Chapter 1 (Questions)

Q1: What is leadership?

..........................................................................................................................
..........................................................................................................................
Q2: What are the types of leadership?
..........................................................................................................................
..........................................................................................................................
Q3: What is the importance of leadership?
..........................................................................................................................
..........................................................................................................................
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:‫ ادخل على اللينك التالي‬4‫س‬
https://forms.gle/GcDEbUXDsmu8cKr58
 | P a g e 46

Chapter Two
Green/Sustainable Leadership

I. The Concept of Green/Sustainable Leadership.

II. The Philosophy of Green/Sustainable Leadership.

III. Goals of Green/Sustainable Leadership.

IV. Main Characteristics of Green/Sustainable Leadership.

V. Characteristics of Sustainable Leaders.

VI. The Importance of Green/Sustainable Leadership in the

Workplace in General.

VII. The Importance of Green Leadership in Achieving

Sustainable Development Goals.

VIII. Key Guidelines and Advice for Leaders to Achieve

 | P a g e 47

Green/Sustainable Leadership.

IX. General Principles of Green/Sustainable Leadership.

X. Principles of Sustainable Leadership in Educational

Institutions.
 | P a g e 48

Chapter Two

Green/Sustainable Leadership

Introduction

In our modern age, environmental issues and sustainability have

become of utmost importance. Sustainable leadership is receiving

increasing attention and focus, as it is one of the most important tools

that enable organizations and communities to achieve sustainable

development and preserve natural resources. In this article, we will

explore the importance of sustainable leadership and how to achieve it

effectively.

Sustainable leadership guides educational institutions toward the

importance of transitioning from traditional education to expanding

sustainable management and leadership systems in education and the

educational process. This is achieved through a long-term approach

that makes the development of managers and administrators in

educational institutions part of the organizational development

process, ensuring that all organizational elements, both internally and

externally, are sustainable. This contributes to improving performance

 | P a g e 49

and educational outcomes, alongside supporting increased

competition among educational institutions. Sustainable leadership

also emphasizes the importance of not depleting human or material

resources of institutions without justification and avoiding negative

and harmful practices for the institution and its surrounding

environment. Furthermore, it promotes the active participation of

various influential forces within the institution and emphasizes

organizational diversity that enhances the exchange of good ideas and

successful practices, affirming that the sustainable leadership model

strives to achieve sustainability among all members of the institution

while targeting the preservation of human and material resources

within the institution.

Sustainable development poses a significant challenge in the modern

world, as societies and nations strive to achieve economic and social

progress and prosperity without compromising the environment and

natural resources. This article aims to clarify the concept of

sustainable development, define it, highlight its various dimensions

and components, and discuss the importance of this concept and the

challenges it faces.
 | P a g e 50

The concept of sustainable development requires a comprehensive

understanding of the economic, social, and environmental dimensions

of development. It is considered a model of development aimed at

meeting the needs of current generations without compromising the

ability of future generations to meet their own needs. This thinking

revolves around the alternative concept of economic growth that relies

on the sustainable use of resources, achieving a balance between

economic growth, environmental protection, and enhancing social

justice.

In the context of sustainable development, the environmental

dimension is one of the most important factors that must be

considered. Societies must work to reduce pollution, protect

biodiversity, and conserve natural resources. This includes improving

resource efficiency, promoting renewable energy, and mitigating the

impacts of climate change.

In addition to the environmental dimension, the concept also focuses

on the economic and social dimensions. Sustainable development

should contribute to promoting a sustainable and equitable economy,

 | P a g e 51

providing job opportunities and economic growth for all segments of

society. It must also include social justice, gender equality, and

improving the quality of life for all.

Comprehensive and integrated thinking is essential in sustainable

development. Decisions and policies related to development must take

into account the three dimensions of development. Governments,

local communities, non-governmental organizations, and the private

sector must cooperate to achieve sustainable development through

partnerships and collaboration.

In conclusion, sustainable development is a fundamental strategy for

achieving comprehensive development. It aims to achieve a balance

between economic growth, environmental protection, and social

justice. Achieving sustainable development requires cooperation and

joint efforts from all actors in society and can contribute to creating a

better world for current and future generations.

Below is a presentation of the most important concepts of green

leadership:
 | P a g e 52

I. The Concept of Green/Sustainable Leadership.

• Sustainability is defined as "the ability of a particular system to

achieve continuous improvement consistent with the deep

values of humanitarian purposes." Sustainability implies that

development will focus on what matters, will continue for a

long time, and will achieve its objectives without harming

others, either now or in the future.

• Green leadership is defined as leadership that possesses self-

awareness and a sense of responsibility toward the

organizational environment, striving through active

participation with all stakeholders to achieve a better life for

current and future generations.

• Green leadership is also understood as a managerial perspective

aimed at increasing effectiveness and achieving results while

reducing unwanted employee turnover. The main objective of

sustainable leadership is to achieve a balance between caring

for individuals and financial and environmental returns during

the organization's existence.

 | P a g e 53

• Green leadership is also known as "a set of leadership practices

according to the Effrey and Bridgestone model, practiced by

academic leaders such as deans, deputy deans, and heads of

scientific departments to achieve long-term leadership practices

characterized by creativity and balance in economic, social, and

environmental fields, determining the degree of importance of

its application at its levels (foundational high level, key

incentives)."

• Operationally, green leadership can be defined as: a leadership

style that pays balanced attention to all aspects of the

educational process, focuses on continuous improvement, takes

responsibility for building human resource capacities at the

university, sets priorities, optimally invests in human and

material resources, and achieves stakeholder satisfaction

through creating a diverse learning environment and applying

distinguished practices while making future-oriented decisions.

• It is also defined as strategic practices that meet the current and

future requirements of educational administrations to achieve

their strategic vision with stakeholder participation.

 | P a g e 54

• Green leadership refers to the ability to lead organizations and

communities in a way that promotes sustainable development

and protects the environment. Sustainable leaders are those who

recognize the potential impacts of their decisions and actions on

future generations, working diligently to reduce negative

impacts and enhance positive ones. The practices followed by

leaders to inspire people and support progress toward higher

levels are of utmost importance. By adopting new methods and

using innovative and sustainable solutions to solve problems,

they strive to achieve improvements in outcomes and bring

about profound change.

• It is "the leadership that nurtures and develops the continuous

spread of all that persists and endures in ways that do not harm

and provide positive benefits in the future."

• Green leadership is defined as "that leadership which requires a

long-term perspective in decision-making; fosters systemic

creativity aimed at increasing customer value; develops a

highly engaged workforce; and offers products and services

characterized by quality."
 | P a g e 55

• Green leadership is defined as: a set of leadership and

administrative practices in education and generalization that

achieves benefit and utility in the long term and continues to do

so, spreading and enduring, empowering workers for the future.

• Green leadership is generally known as a managerial

methodology that provides solutions to organizations regarding

all environmental, economic, and social challenges worldwide,

where leaders of companies and institutions collaborate to

promote sustainable social responsibility aimed at overcoming

those challenges.

II. The Philosophy of Green/Sustainable Leadership.

The philosophy of sustainable leadership lies in the following:

• Preserving the institution's human, material, and natural

resources without depleting them unnecessarily, through

balanced usage that does not affect achieving the institution's

goals, as well as developing them.

 | P a g e 56

• Achieving internal and external returns and benefits for the

institution, enhancing its responsibility toward society and the

external environment.

• Keeping pace with external changes and developments

surrounding educational institutions; the strategy of sustainable

leadership relies heavily on developing the institution to enable

it to learn better, faster, and more flexibly than its competitors.

III. Goals of Green/Sustainable Leadership.

Sustainable leadership aims to achieve the following:

• Improve awareness of the mutual interdependence of systems.

• Think holistically and oriented toward the future.

• Work on transforming unsustainable life cycles.

 | P a g e 57

• The main goal of sustainable leadership is to guide the

organization and its members toward sustainable development

and to try to implement socially responsible activities while

acting within the framework of the methods that socially

responsible organizations should follow.

• Sustainable leadership offers a holistic approach to building

sustainable organizations aiming for balance between people

and material aspects, while protecting the planet throughout the

organization's life, and at the same time improving human

management and striving for the organization's long-term

sustainability.

IV. Main Characteristics of Green/Sustainable Leadership.

The characteristics of sustainable leadership can be divided into five

main areas:

1. Sustainability Mindset: This refers to the sense of objectives

being linked to ambition and long-term thinking to achieve the

set sustainability outcomes.

 | P a g e 58

2. Organizational Thinking: This includes studying, observing,

and focusing on the larger environmental issue from the

perspective of sustainability.

3. Building Relationships: Sustainable leaders must understand

the role of pluralism and diversity, and the importance of

having people from different cultures within the company,

while building long-term and productive relationships with

stakeholders.

4. Commitment Continuity: This means recognizing that most

complex challenges require long-term managerial solutions and

adapting to any emergency circumstance, which necessitates

continuing the education and training process to stay informed

of any new developments in the job market.

5. Effective Communication: Sustainability managers and leaders

need all necessary analytical and effective communication

skills, such as good listening, conflict management, conflict

resolution, and the ability to persuade and motivate others. Each

training course in management, whether in-person or online,

trains youth in these skills and how to use them optimally.

 | P a g e 59

V. Characteristics of Sustainable Leaders:

The characteristics of sustainable leaders include the following:

• Sustainable leaders consider their needs and practical ways of

management important for developing their collaborative

creativity.

• They use an action plan and commit to short- and long-term

goals at personal, professional, and organizational levels within

the institution.

• Sustainable leaders are aware, connected, cooperative, and

organized within and outside the educational institution to

extend their leadership period.

• Sustainable leaders recognize their strengths and talents; they

do not engage in randomness and chaos but also appreciate the

power

For more information please visit the following link:

https://www.scielo.br/j/rbgn/a/kKJPsznr6RjCGs4dYyJ3bLp/?format=pdf&la
ng=en
 | P a g e 60

https://www.scielo.br/j/rbgn/a/kKJPsznr6RjCGs4dYyJ3bLp/?format=pdf&la
ng=en

Sixth: The Importance of Green/Sustainable Leadership in

Workplaces Generally

Adopting a sustainable leadership approach in company work policies

and focusing on leadership development is more crucial than ever due

to the numerous benefits they bring to the company, such as:

1. Increased Productivity and Cost Savings: By establishing

and developing a sustainable leadership program within the

business strategy, operational performance can be streamlined,

efforts to conserve resources and assets can be optimized, and

expenses can be improved. This reflects as an increase in

productivity. For example, initiatives and economic strategies

aimed at conserving energy, such as relying on clean energy

sources, insulating walls, and turning off unnecessary lights and

air conditioning, help reduce electricity and water bills.

2. Enhancing Competitive Spirit and Improving Brand Image:

Sustainability has become a vital factor in marketing when

 | P a g e 61

selecting a brand name. Customers and investors often prefer to

deal with companies that have sustainable practices. Many view

the organization that assesses and evaluates the impact of its

environmental operations as a more respectful and committed

strategic approach.

3. Increased Opportunities for Compliance with Regulations

and Legislation: Many local and international government

authorities impose regulations and laws that govern operations

and require all organizations to practice sustainability.

Sustainable leadership aims to enhance the application of state

efforts in this area, as business leaders work to change the

corporate culture to prioritize the most sustainable practices.

4. Attracting More Investors and Employees: Nowadays,

investors and employees are looking at companies with

sustainable practices. Employees know that companies with

sustainable leadership adopt practices that help secure their

well-being. Factors such as good working conditions, adequate

compensation, and attention to development and mental well-

being make employees proud to work for a sustainable

 | P a g e 62

company. Similarly, investors may take pride in being

associated with such entities.

5. Reducing Waste: A leadership program based on sustainability

assists companies in reducing waste and minimizing waste

output by producing recyclable products, utilizing energy-

efficient devices, and implementing strategies for managing

paper waste, which reflects on the resources companies use to

dispose of that waste and reduces them.

Seventh: The Importance of Green Leadership in Achieving

Sustainable Development Goals

Sustainable leadership plays a crucial role in achieving sustainable

development and protecting the environment and communities. Here

are some reasons why sustainable leadership is of utmost importance:

1. Preserving Natural Resources: Communities and

organizations depend on natural resources to survive and thrive.

Through sustainable leadership, effective resource use is

promoted while reducing waste and pollution. Thus, we can

preserve resources for future benefits.

 | P a g e 63

2. Building a Positive Reputation: Sustainable leadership

reflects an organization’s commitment to social responsibility

and environmental protection. This contributes to building a

positive reputation for the organization and increasing trust

among customers and consumers.

3. Sustainable Development: Through sustainable leadership, a

balance can be achieved between economic growth,

environmental protection, and attention to social issues. Thus,

we can achieve sustainable development that benefits current

and future generations.

Eighth: Key Guidelines and Tips for Leaders to Achieve

Green/Sustainable Leadership

To effectively achieve sustainable leadership, certain guidelines

should be followed, and good practices adopted. Here are some

important tips:

1. Establish a Clear Vision: Leaders should have a clear vision

for sustainable development and the goals they wish to achieve.

 | P a g e 64

This vision should align with sustainability values and support

them.

2. Commit to Social Responsibility: Leaders should set an

example in their commitment to social and environmental

responsibility. They should motivate teams and raise awareness

about the importance of sustainability and adopt

environmentally friendly practices.

3. Promote Innovation and Technology: Technology and

innovation can play a significant role in achieving sustainable

leadership. Leaders should encourage technological

development and use it to attain sustainability in the

organization’s operations.

Ninth: General Principles of Green/Sustainable Leadership

The overall goal of sustainable leaders is to create a positive impact

by building more sustainable companies that reduce the operational

impacts on the environment. Achieving this requires them to base

their sustainability leadership on the following five main principles:

 | P a g e 65

1. Adopting a Long-Term Ecological Mindset and

Methodology: The ecological mindset recognizes that humans

are an integral part of the global ecosystem. Therefore,

sustainable-minded leaders must innovate and inspire others to

incorporate that vision into their view of society and the world,

aiming to reduce the negative impacts humans leave on the

environment and nature around them.

2. Creating a Network of Knowledge: Sustainable-minded

leaders should establish a leadership knowledge network across

various roles and levels, including executives, experts, and

consultants. A sustainable leader can create an enlightened

vision for change by fostering relationships and connections

and transforming core strategies into activities and actions that

attract diverse stakeholders.

3. Exercising Influence Without Authority: Influence is the key

to successful sustainable leadership and management, not the

imposition of authority. This means that a sustainable leader

must possess the foundations and skills to influence a wide

range of people. Therefore, leaders should maintain good

 | P a g e 66

relationships with the surrounding public—clients or

employees—to identify roles and influence them without

exercising formal authority.

4. Dealing with Complex Situations: The degree of handling

organizational challenges varies; here, the distinguishing

feature of a successful leader emerges, recognizing different

types of leadership and the most suitable style for each situation

or problem affecting workflow. Therefore, a sustainable leader

must be able to seek quick solutions and handle various

complex situations with ease.

5. Recognizing the Importance of Self-Leadership: Sustainable

leaders understand the importance of self-leadership for

themselves before leading others, driven by a clear sense of

sustainable goals and values to achieve sustainable

development. They also possess a strong motivation to

encourage others to explore their values and goals.

Tenth: Principles of Sustainable Leadership in Educational

Institutions
 | P a g e 67

Sustainable leadership is based on a set of principles that align with

the leader's pursuit of advancing the institution and achieving its long-

term sustainability. The principles of sustainable leadership in

educational institutions are as follows:

• Sustainable leadership creates and maintains sustainable

learning.

• Sustainable leadership ensures success over time, sustaining the

leadership of others.

• Sustainable leadership addresses social justice issues.

• Sustainable leadership seeks to develop human and material

resources rather than deplete them.

• Sustainable leadership enhances environmental diversity and

capacity.

• Sustainable leadership commits to activating active

participation with the external environment.

Additionally, there are other principles of sustainable leadership as

follows:
 | P a g e 68

1. Depth: A sustainable leader strives to nurture, educate, and

train others in a deep and broad manner. Longevity:

Sustainable leadership lasts for many years, transitioning from

one sustainable leader to another, due to its concern with

leadership succession plans.

2. Breadth: A sustainable leader practices a type of broad

distributed leadership by allowing others to participate in

decision-making, proposing ideas, and implementing them to

benefit from others in creating new ideas and directions.

3. Fairness: This means that the sustainable leader strives to

preserve and share knowledge and reduce harm to the

surrounding environment and community. Diversity: A

sustainable leader encourages diversity and differences among

the capabilities of institutional members and understands that

the institution they lead is diverse and complex, acting

accordingly. Resourcefulness: A sustainable leader seeks to

develop and enhance various resources in the institution

without depleting them.

 | P a g e 69

4. Preserving Assets: A sustainable leader diligently seeks to

leverage the institution's culture, goals, and history to learn

from past mistakes and improve performance in the future.

 | P a g e 70

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 | P a g e 72

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Psychological Sciences, Arab Foundation for Education, Science, and

Literature, 5(21), June, 161-213.

• Al-Tablawy, Najwa Abdullah. (2018). Sustainable Leadership and

Organizational Performance Effectiveness for Achieving Sustainable

Development, Zagazig University, Faculty of Technology and

Development. Retrieved from:

http://www.birzeit.edu/sites/default/files/lqyd_lmstdm_w_fly_ld_ltnzymy

_lthqyq_ltnmy_lmstdm_.pdf.

• Ghanem, Essam Jamal Selim. (2016). The Reality of Applying

Sustainable Leadership at Sadat City University as an Approach to

Developing Higher Education: A Survey Study. Arab Center for

Education and Development, 23(103), July, 239-300.

• Farag, Suha Bahgat Mohammed; Maawad, Mahmoud Sayyid Imam; Al-

Ramaidi, Bassem Samir Abdel Hamid. (2021). The Impact of Sustainable

Leadership and Entrepreneurial Orientation in Egyptian Airlines:

EgyptAir as a Case Study. Journal of the Arab Universities for Tourism

 | P a g e 73

and Hospitality, Faculty of Tourism and Hotels, Suez Canal University,

20(3), 1-50.

• Sustainable Leadership. (September 24, 2022). Published article.

Retrieved from: https://sustainability-excellence.com/ on 13/9/2023.

• Kriri, Essam Mohammed. (2019). A Proposed Strategy for Implementing

Sustainable Leadership at King Khalid University in Light of the Afri and

Bridges Model. Unpublished doctoral thesis, Faculty of Education, King

Khalid University.
 | P a g e 74

Chapter Two (questions)

1. What is the concept of green leadership, and what are its

objectives?

......................................................................................................

.....................................................................................

2. Mention the general principles of green leadership?

......................................................................................................

.....................................................................................

3. Discuss in detail the dimensions of green leadership?

......................................................................................................

.....................................................................................
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Chapter Three: Digital Leadership

• Concept of Digital Leadership

• Objectives of Digital Leadership

• Importance of Digital Leadership

• Dimensions of Digital Leadership

• Requirements for Implementing Digital Leadership

• Barriers to Implementing Digital Leadership

• Stages of Implementing Digital Leadership

• Styles of Digital Leaders

• Roles and Responsibilities of the Digital Leader

• Models of Global Experiences in Digital Leadership

 | P a g e 76

Chapter Three

Digital Leadership

The 21st century is witnessing a significant technological revolution

that has made life more complex and interconnected than ever before.

Technology and its tools have contributed to radical changes in

various aspects of life, aiming to achieve welfare and prosperity. This

has compelled institutions, especially educational institutions, to

change their operations towards digital transformation in order to keep

pace with these rapid changes, focusing on the creative performance

of their employees.

The primary role of a leader is to support and nurture the growth of

others. Educational leaders participate in supporting faculty members

by setting clear educational expectations, protecting instructional

time, monitoring student progress, conducting regular classroom

visits, and providing incentives for professional learning. Thus, the

role of the leader as a digital leader has become an important area of

research based on previous studies from technology-savvy

supervisors.
 | P a g e 77

School leadership plays a pivotal role in disseminating technology

within the school community. The process of developing education

relies on its ability to integrate and keep pace with developments in

information and communication technology. One of the most

prominent manifestations of integration and keeping up with

developments is digital leadership, which utilizes information and

communication technology and digital tools to execute administrative

activities electronically using the internet and computer networks.

Services are provided automatically without spatial or temporal

barriers, resulting in unified procedures, faster execution, reduced

costs, and the provision of necessary data and information to achieve

the institution's goals with minimal time, effort, and cost, thereby

enhancing the quality of administrative processes.

Considering that teachers have a unique set of skills and needs, the

digital leader can adopt innovative and individualized approaches to

educational leadership and professional development, adapting to new

changes and challenges in the digital age of educational leadership.

Sheninger (2014) calls on leaders to break the inevitable isolation of

leadership by developing professional learning networks within their

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institutions. In light of COVID-19 and its repercussions, it has

become clear that technology plays a crucial role in learning

networks.

First: Concept of Digital Leadership

Digital leadership is one of the most important concepts that has

emerged to describe and clarify the role of leadership. It is necessary

to distinguish between two categories of leadership. The first category

is leadership in the digital age, which indicates that leadership in any

organization or sector is an integral part of the broad transformations

towards a more knowledgeable and developed society. All leadership

practitioners in various fields work to provide opportunities related to

information and communication technology and to use it effectively.

The second category is digital leadership, which refers to leadership in

the core sectors of society that has arisen from leadership innovations

in essential information and communication technology sectors, such

as using internet portals to connect customers with suppliers.

Bounfour (2016) defines digital leadership as mobilizing leadership

resources and structural leadership to convince community members

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to access new information and communication technology and

resources that can help achieve educational goals. In the educational

field, digital leadership is defined as using technological resources

such as smart boards, Chromebook computers, school management

software, communication software, social media, and open

educational resources to enhance leadership practices and support

teaching and learning processes.

Digital leadership can be defined as the leader's contribution to the

transition towards a knowledge society and their level of knowledge

in the field of technology, which is the strategic use of a company's

digital assets to solve business problems and meet its needs. This can

be approached at both the organizational and individual levels. At the

individual level, it is often implemented by those responsible for

supervising digital assets.

It is also defined as using technological resources, including digital

devices, services, and digital resources, to encourage and lead digital

transformation within the organization, by creating and maintaining a

culture of digital learning, supporting and enhancing technology-

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based professional development, achieving digital management of the

organization, and facilitating and managing digital citizenship.

Second: Importance of Digital Leadership

Al-Harbi (2020) points to the importance of implementing digital

leadership in schools to form capable and empowered teachers and to

provide effective mechanisms for promoting Arab educational

experience. This experience must be globalized and a suitable cultural

framework must be provided, in addition to bringing about qualitative

changes in the patterns and levels of educational service and

expanding the educational process beyond the local and internal scope

through the internet, keeping pace with educational issues at all local,

regional, and global levels. Meanwhile, Al-Aqtaash (2019) views the

importance of digital leadership as stemming from the change in

management, which in turn leads to a change in leadership itself, due

to increasing technical requirements at all levels for leaders who are

expected to be qualified in new information and communication

technologies. E-leadership affects ensuring more efficient and

effective performance of various types of organizations and exploring

 | P a g e 81

possibilities for new ways to conduct business operations, whether

administrative or organizational, or establishing new organizations. E-

leadership practices also contribute to changing organizational

patterns, as leaders work remotely in leadership styles that heavily

rely on electronic communication. Leaders must manage, coordinate,

and master this, and it is important in these styles to utilize

information technology tools, notably the proliferation of new

communication tools that have facilitated many leaders' tasks and

alleviated their burdens of constant communication between the

leader and the client.

Third: Objectives of Digital Leadership

It is noteworthy that digital leadership is a new leadership trend that

guides the school towards the future and has emerged to achieve many

goals, including:

1. Meeting the scientific and knowledge needs and desires of

students.

2. Improving the process of storing and recalling acquired

information.
 | P a g e 82

3. Continuously updating information.

4. Helping to maintain a digital database about the entire school.

5. Enhancing performance and reducing errors.

6. Strengthening the role of parents in monitoring their children.

7. Saving time, effort, and money.

8. Improving material and human outputs in both quantity and

quality.

9. Enhancing interaction among members of the school

community.

10.Improving the level of services provided through simplifying

procedures.

11.Facilitating communication between various educational

directorates and schools as well as with other organizations.

12.Ensuring accuracy and objectivity in conducting various

activities in the school.

13.Reducing paper usage.

14.Increasing connectivity through digital tools, social media, and

sharing information and best practices among organizational

stakeholders, thereby increasing productivity and quality while

 | P a g e 83

reducing time differences and increasing information

availability.

15.Increasing transparency, removing hierarchy and personal

barriers, and promoting integrity.

16.Reducing administrative procedure costs.

17.Improving the school's efficiency with beneficiaries.

18.Cultivating a positive school culture among all employees using

information technology.

19.Managing digital data (collection, organization, preservation,

retrieval).

20.Providing a good organizational climate for employees, thereby

improving productivity and work quality.

Fourth: Dimensions of Digital Leadership

1. Vision and Planning: A successful leader can see what others

do not, but they accept criticism directed at them and their

proposed ideas. A successful digital leader possesses a clear

and strong vision regarding the digital transformation, with a

coherent organization aimed at achieving the goals of that

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vision through well-researched and appropriate plans, leaving

no room for chance in their work.

2. Expertise: This refers to the mastery of skills or areas of

knowledge acquired over years of practical experience that lead

to proficiency and professionalism. Therefore, digital

leadership must have the ability to anticipate educational and

administrative situations through diverse experiences and the

capacity to influence employees' behaviors through digital

means, facilitating their understanding of the requirements of

electronic leadership and being aware of them. Additionally, it

works on localizing specialized expertise in digital fields.

3. Innovation: This is one of the most important traits of an

educational leader in the digital age, involving the abandonment

of rigid structures, a very desirable trait for individuals in

leadership positions in a digital environment. Innovation in

educational leadership is a collaborative endeavor that spans

from idea generation to development and implementation. This

process typically involves many people with diverse expertise.

Thus, the concept of the sole innovator does not simply exist.
 | P a g e 85

What distinguishes great innovators is their ability to see

opportunities that others do not, and they do not merely listen to

what people say; they actively contribute something new and

innovative that helps achieve educational goals and address the

challenges faced.

4. Risk-Taking: This means the leader takes the initiative to adopt

new ideas and methods and seeks solutions while being

prepared to bear the resulting risks. However, this does not

mean being reckless or unaware of the consequences of their

actions; rather, they must consider the outcomes before

executing decisions to avoid being an easy target for

adversaries. They should also be mindful of mistakes and avoid

repeating them, becoming increasingly determined and eager to

face more challenges each time they fail.

For more information, please visit the following link:

https://myjms.mohe.gov.my/index.php/ijbtm/article/view/22525
 | P a g e 86

Fifth: Requirements for Implementing Digital Leadership:

Implementing digital leadership requires a set of prerequisites

mentioned by Al-Ashmawi and Al-Osaimi (2021) as follows:

1. Infrastructure: This includes a communication network,

databases, continuous internet connectivity, computers, and

other devices that enable access to the global network.

2. Training and Capacity Building: This encompasses all

employees using computers, managing networks, and handling

information and data necessary for effectively managing and

directing electronic leadership.

3. Provision of an Appropriate Level of Funding: This is

necessary for regular maintenance and training courses.

4. Provision of Institutional Management: A specific entity

must oversee the implementation of electronic leadership,

creating a suitable environment for work and managing

supervision, implementation, and evaluation processes.

5. Availability of Internet Service Providers at Reasonable

Prices.
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6. Provision of Cybersecurity and Electronic Confidentiality:

This is essential for protecting national and personal

information security.

Some categorize the requirements of digital leadership into:

1. Legislative Requirements: This includes issuing the necessary

administrative regulations for implementing digital leadership.

2. Human Requirements: This refers to training human resources

necessary for implementing digital leadership.

3. Material Requirements: This involves establishing supportive

infrastructure for information and communication technology

by providing strong, high-speed, and capacity communication

networks connected to the global internet that link all

educational institutions, accessible to employees from

anywhere and also available for students and parents to access

relevant information.
 | P a g e 88

Sixth: Obstacles to Implementing Digital Leadership: The digital

leadership style is a modern approach, and thus its implementation

faces several challenges and obstacles. According to Al-Hai (2021),

these include: A. Weak leadership and unpreparedness to keep pace

with the digital age. B. Resistance to change from employees. C. Lack

of a comprehensive strategy for change. D. Lack of support from

partners. E. Insufficient budget for change. F. Limited time. G. Lack

of cooperation. H. Hierarchical structures. I. A prescriptive leadership

model without representing role models for teachers from their

leaders.

Seventh: Stages of Implementing Digital Leadership: Digital

leadership undergoes several interconnected and integrated stages as

follows:

1. Administrative Documentation Stage: This stage aims to

document the organizational structure, administrative

procedures, job responsibilities, authorities, and the services

provided by the institution. The documentation process captures

 | P a g e 89

the current state of the institution for use in development and

continuous improvement processes.

2. Leadership Development Stage: Known as the stage of re-

engineering processes and work within the institution, this

phase involves leadership development from a technical

perspective, considering the requirements of digital leadership,

such as horizontally developing the leadership structure to

facilitate creative administrative processes.

3. Technical Development Stage: This focuses on improving all

aspects of technology, including software, technicians, and

infrastructure. The development process includes analyzing

improved administrative processes and transforming them into

computer application programs, ensuring the provision of all

necessary devices and qualified human resources capable of

performing their tasks efficiently and effectively. The stages of

digital leadership are sequential and are not random or without

intention; rather, they are planned processes with stepwise

mechanisms until they reach the pinnacle of leadership services

offered by the leader.

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Eight: Types of Digital Leaders

According to the authors of the book The New Leadership Playbook

for the Digital Age, we can classify entrepreneurs, or rather leaders in

the era of digital transformation we currently live in, into four basic

types as follows:

1. The Productive Leader: This leader typically focuses on

generating results through digital expertise, analytics,

innovation, speed, and customer focus. In other words, this

leadership mindset leverages all modern digital technologies to

find tangible and effective results.

2. The Investor Leader: This is a unique mindset among leaders;

this type does not concentrate on achieving short-term goals but

rather works towards serving larger purposes such as growth

and shareholder returns. They focus on sustainability, bringing

benefits to society, and providing long-term advantages.

3. The Connector Leader: This leader plays to a different

rhythm, focusing on building relationships, effective

communication, and collaboration to create real value.

Relationships are considered social capital of great importance,

 | P a g e 91

and those leading in the digital transformation era are well

aware of this.

4. The Explorer Leader: This leader enjoys opening new

horizons and discovering methods, practices, and opportunities

that no one has found before. They are driven by curiosity, a

desire to experiment, and a feeling of being capable of

achieving the impossible.

Ninth: Roles and Responsibilities of the Digital Leader

Borel et al. (2019) highlighted some of the key tasks of a school

principal as a digital leader, which include: establishing a vision and

goals for integrating digital technologies, championing the use of

digital technologies, modeling digital technology use, supporting the

use of digital technologies in the school, providing professional

development opportunities for teachers emphasizing the use and

integration of digital technologies in student learning, securing

resources to support the use and integration of digital technologies in

the school, advocating for the use of digital technologies that support

student learning, being knowledgeable about national digital

technology standards and advocating for their achievement, and

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communicating the uses and importance of digital technologies in

enhancing student learning to school stakeholders.

Moreover, the study by Al-Alam (2020) clarified that the role of the

school leader in the digital transformation of teachers and learners

involves:

• Developing a clear and comprehensive plan for all aspects of

the educational process that aligns with the requirements of

digital transformation.

• Encouraging teachers and learners to use digital tools in

teaching and learning.

• Presenting a list of digital devices and tools available at the

school for students and teachers to use.

• Monitoring the regular maintenance of digital devices.

• Nominating teachers and students for training courses in

information and communication technology.

• Assigning teachers to create electronic portfolios for assessing

student performance.
 | P a g e 93

• Allocating a portion of the evaluation of teacher performance

and student levels based on their degree of digital technology

use.

The tasks and roles of the digital leader can be summarized as

follows:

1. Establishing a vision and goals for integrating digital

technologies and championing their use.

2. Supporting the use of digital technologies in the school.

3. Providing professional development opportunities for teachers

that emphasize the use and integration of digital technologies in

student learning.

4. Securing resources to support the use and integration of digital

technologies in the school.

5. Advocating for the use of digital technologies that support

student learning.

6. Being knowledgeable about national digital technology

standards.
 | P a g e 94

7. Developing a clear and comprehensive plan for all aspects of

the educational process that aligns with the requirements of

digital transformation.

8. Maintaining a list of available digital devices, tools, and

technologies in the school for student and teacher use (resource

mapping).

9. Monitoring the regular maintenance of digital devices.

10.Assigning teachers to create electronic portfolios for assessing

student performance.

11.Allocating a portion of the evaluation of teacher performance

and student levels based on their degree of digital technology

use.

12.Providing specialists in digital education in schools.

13.Allocating appropriate time and resources for professional

development and supporting the effective implementation of

digital technologies in classrooms.

14.Ensuring that parents and the local community are informed

about the school's goals and progress regarding the use of

digital technologies as a source of learning.

 | P a g e 95

15.Motivating all students and teachers to implement a vision of

fully integrating learning with digital technologies.

16.Sharing their successes with other teachers in schools.

17.Setting goals to stay updated on emerging technologies for

learning, innovations in pedagogy, and developments in

learning sciences.

18.Regularly participating in learning networks.

Tenth: Models of Global Experiences in Digital Leadership

1. Digital Leadership in Germany:

Germany is among the European countries that have made

significant plans and investments in digital transformation

projects, primarily aimed at enhancing the performance of

federal institutions, supporting cybersecurity, and fostering

innovation and sustainability. The transformation plans in

Germany encompass hundreds of programs and projects

designed to provide supportive infrastructure for open-source

software initiatives across the entire federal administration,

secure electronic communications, and enable digital

 | P a g e 96

participation. Additionally, Germany's digital transformation

programs have introduced modifications in many regulatory

legislations to cover the planning, development, and operation

of digital systems in governmental environments, schools, and

universities. These legislations have been bolstered by the

establishment of planning councils for "Information

Technology," which are responsible for directing cross-sector

and jurisdictional digital government projects.

The German government has also launched the "Smart Identity"

program to facilitate citizens' transactions with the government

and businesses while enhancing identity verification and

privacy standards in digital environments. Despite these

substantial government efforts, public opinion in Germany still

perceives government performance as falling short of

expectations. A public opinion poll conducted by the

Allensbach Institute and published in early 2020 indicated that

most citizens believe the German government still lacks a

precise vision, and policymakers need to enhance their

knowledge regarding digital transformation issues. The general

 | P a g e 97

sentiment among the German population remains dissatisfied

with the government's performance and its efficiency in

addressing digitization requirements.

2. Digital Leadership in the United States:

The U.S. administration has developed a strategy to make

government smarter, more cost-effective, and efficient. This

initiative has become a crucial element of federal policy in the

21st century. The government has established the necessary

legal foundations and infrastructure to implement a successful

electronic government. Laws related to e-government have

been effectively applied across all agencies, ministries, public

bodies, as well as schools and universities, in conjunction with

the establishment of a policy for information technology usage

under the authority of the Director of Information Systems. The

United States is one of the pioneering countries to adopt e-

government and the concept of the electronic citizen, achieving

significant progress in this area across various levels of

government: federal, state, and local.

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To ensure the implementation of e-government across its

various levels, the U.S. government has enacted two laws

mandating the use of e-government: the Paperwork Reduction

Act and the Cohen-Clinger Act. Furthermore, the U.S. e-

government has focused on promoting the use of information

technology among its citizens, as well as in the private sector.

The United States leads in this regard, with approximately 70%

of personal computer users, while around 60% of American

citizens have become electronic citizens. The U.S. continues to

pursue comprehensive public policies to drive these figures

higher.
 | P a g e 99

References

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Chapter Three (questions)

 | P a g e 101

Q1: Discuss the types of digital leaders?

...................................................................................................................................

Q2: Discuss in detail the objectives of digital leadership?

...................................................................................................................................

Q3: List the barriers to implementing digital leadership?

...................................................................................................................................

...................................................................................................................................

Q4: Discuss in detail the dimensions of digital leadership?

...................................................................................................................................

...................................................................................................................................