Purpose for Educational Leadership Personal Statement

Purpose for Educational Leadership - Personal Statement Example With my master degree, I was credited with 3 Advanced Certificates in Management from the same university, to wit: Advanced Certificate in Information Management, Advanced Certificate in Telecommunication Management, and Advanced Certificate in Human Resource. My interest in educational leadership is an expected offshoot of an increased awareness in contemporary leadership theories gained from human resources management courses. I have started to remunerate on the development of leadership theories through time – mostly focusing on leadership styles and perspectives on motivating one’s followers. Despite the enormous amounts of theoretical framework on guidelines for effective leadership, there still exist conflicts in organizations that could not be resolved by the so-called leaders who have supposedly gained so much expertise on the field of human behavior in organizations which highlight modules on managing conflict, change, culture, diversity, and teamwork, among others. My educational background equipped me with conceptual frameworks on management and technology. I am aware that the history of education has evolved from a curriculum comprising of a simple theoretical framework to the complex structure we have today. The development of technology opened a whole spectrum of information and educational opportunities which enhanced the capabilities of individuals. Murphy, et.al. (2002) averred that â€Å"school leaders, educational administration faculty, and policymakers are endeavouring to redefine the profession in an era of ferment, during which the legitimacy of its knowledge base and the appropriateness of programs for preparing school leaders have been thrown into question†. More and more educational programs and institutions opt to apply leadership theories for diverse reasons. In this regard, I am interested to look into the increasing incidents for educational institutions’ use of adjunct faculty to augment teaching needs and requirements, not duly supported by full-time faculty members.