Abstract:

This study examined the leadership models of 12 heads of programs in colleges of education in Israel. Gaps and interrelationships in the perception of leadership before entering the position, the challenges of the position during the tenure and key insights about leadership upon completion of this position were examined.

The study employed a qualitative methodology with a descriptive-interpretive approach. 12 heads of programs were interviewed and shared with us their written “Educational Credo” which testifies to their educational vision before entering their position. The findings revealed that unlike other leadership models in academia, such as transformative leadership or servant leadership, a unique, dynamic and flexible leadership model is taking shape among the program leaders in accordance with the needs of the training team. Three phases of leadership development were identified: the vision phase, before entering the position, the head of the program perceives himself as a transformative leader; the transition phase: a sharp transition to servant leadership is made due to the characteristics of the position and its constraints; the balancing phase: the transformative vision takes place while acting as a servant leader.

The importance of the research is in proposing this hybrid and dynamic model, which is shaped according to the conditions of public organizations in the 21st century and makes their management an increasingly challenging task.

The study may also help the managements of the colleges of education to prepare the heads of the programs entering their position, by defining the transformations that may occur in their leadership model during their tenure.

Keywords:

Academic leadership, middle leadership, leadership concept, head of program, teacher education.