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This paper intends to find the link between creativity and leadership and how this notion can be applied to leaders and principals of International Schools. For the same reason the traits which must be possessed by the leaders of International schools have been discussed. Creativity is a very subjective measure at which any aspect of an administrative function may be based or enhanced. Creativity is defined as the "ability of a person to be flexible, muster initiative and achieve a goal with what is at hand (Bennet 213). It is the "how of doing things" (Calumpang, P. 12). On the other hand, leadership is not an overnight event, and certainly not an inherited trait (Maxwell Introduction). James C. Georges, of the ParTraining Corporation defined leadership as "the ability to obtain followers" (Maxwell 1). Most often, confusions arise as to whether leadership is management and vice versa. However, there is a much higher concern as to whether creativity is a criteria to be considered in leadership effectiveness in International Schools.
As we proceed in this paper the reader will appreciate that there are some creativity traits which are a very important part of leadership and should be considered for the future training of he Principals of International schools. These trait needs to be demonstrated by them to become effective in achieving their goals (Bleedorn 1986). In the past, not many researchers have delved in the thought of combining these concepts of creativity and leadership (Norris, 1990). A creative leader analysis the current situation identifies the loopholes and then thinks out of the box to bring out a change which permanently solved the problems. As the world becomes a global village and current environment becomes competitive, only innovative and creative ideas standout to make their mark among the rest. As Tannebaum, Weschler, & Massarik (1961) put it, the word leadership means more than "an interpersonal influence, exercised in situations and directed through the communication process, toward the attainment of specific goal or goals", similarly emphasized by Katz and Kahn (1966) as leadership is something beyond "any act of influences on a matter of organizational relevance".
Thus it can be concluded that effective Principals should orient their respective schools by showing the creativity traits of showing their passion for work, leading by innovative examples, independence, goal setting and making sure they are achievable and eventually achieved, originality, flexibility to listen to their subordinates or other staff members (even students for creative ideas), wide range of interests to have a flow of ideas from different angles, intelligence and motivation. (MacKinnon 1962)
The areas which will be explored and are deemed as major traits for a creative leader in international schools are:
I. Passion for Work: Hard work is the key factor. Principals of international schools should perceive themselves frequently as exhibiting the trait. It can be surmised that effective principals should be committed to working very hard, since they are frequently committed to things they believe in and are persistent in completing a task. Persistence in completing a task can be described as a passion because the effective principal frequently refuses to put an idea aside until it is satisfactorily resolved. The effective principal should talk earnestly about the importance of work, which suggests responsibility is not just the organizational goal but also consists of the leader's direction for the organization. Responsibility is the expression of what the principal wants for the organization. Effective leaders should be strong champions of the mission of the organization and pursue their responsibility to the organization with energy and passion. They are undeviatingly committed to hard work.
II. Independence: The effective principals of international schools should perceive themselves as sometimes independent in thought and action. This suggests that the effective leader is employee-centered. The effective principal, however, should take action to find solutions to problems sometimes preferring to find solutions to problems using a non-conforming method. Using non-conformity to solve a problem indicates an individual and independent style to finding solutions to problems and listens to constructive criticism; however, she would rather think things through independently and take singular action to solve problems.
III. Goal Setting: The effective principals of international schools should perceive themselves sometimes exhibiting the trait. They should be concerned about what others might say about their efforts indicating that effective principals should have a clear vision about their purposes.
IV. Originality: The effective principals of international schools should perceive themselves as frequently exhibiting the trait, showing a special drive to be original, and preferring to try unique solutions to problems (Barron 1955). The effective principals should be satisfied only with original solutions that encourage new and different ways to get things done. They should frequently seek out people who come up with new ways to get things done. This self description of "frequently" relying on originality to solve a problem suggests the effective principal utilizes the unconventional solutions to problems (Amabile 1979).
V. Flexibility: This trait is particularly required in finding answers to a problem to determine the best solution. Flexibility in problem solving generates a range of ideas suggesting variety rather than quantity. Thus, the effective principal should frequently have categories of solutions from which she could select the best one. Playing with ideas, and fooling around with a range of notions, generates unique solutions. With a variety of problem-solving ideas from which to choose to solve a problem, the effective principal should be more adaptable to change.
VI. Wide Range of Interests: Speculating on ways to solve problems, considering alternative solutions before deciding alternatives are not acceptable, and finding as many solutions as possible to problems are all characteristic of using a wide range of interests to solve a problem.
VII. Intelligence: As in the previous trait, principals should perceive themselves exhibiting the trait frequently. Playing with ideas allows the best solution to emerge and then critically analyzing the solution suggests intellectual work (Barron & Harrington 1981).
VIII. Motivation: Effective principals should perceive themselves as exhibiting this trait frequently, accompanied by high levels of self-confidence, especially when considering the most likely reaction to a novel solution to a problem. The reactions of others to a novel tack are, of course, often negative. No principal who lacks confidence would produce a novel solution. Effective principals should express their opinions strongly and push themselves and others toward the realization of the leader's views.
The core purpose of this exploratory research study is to investigate the possibility that a relationship can be established and supported between creativity and change leadership by determining the levels of use of selected creativity traits as they relate to the variables under study (Brewer & Hunter 1989). Should this relationship be determined, the concern of whether the relationship be developed as a concrete measure in formulating criteria for selection and development of educational leaders in international schools (MacKinnon 1962). Furthermore, if the study establishes a relationship between creativity and change leadership, then results should support that incorporating a heightened emphasis on creativity shall effect a positive change in management in educational institutions particularly those adopting the traditional teaching management strategies.
Past works on teaching management strategies have explored the possibility of incorporating creativity as one of the measures of determining the effectiveness of teaching leadership. First, this study wishes to establish the core competencies of an international school. According to MacPhary, G.B. (2000), "the basic competencies of an international school borders on enhancing the cultural differences of each child through standardized teaching, creating an effective avenue of expression and a balanced variety of curricular and extracurricular learning-related activities that would give the students the best understanding of the various observable differences around them and effecting a learning pattern that conforms with standards of nations around the world (211)." In order to study related literature relevant to the issue at hand, it must be established that an International School attracts and most likely embraces children from different nations, races, cultures and adheres to a standard that is highly enhanced compared to that of a local learning institution. With these factors at hand, it is very relevant to note that the leader of an international learning institution not only faces administration or leadership concerns and responsibilities but other considerations such as those mentioned above - not only with students but teachers as well.
In related studies, creativity and change leadership in primary schools is inevitable. "Education is fast changing, cultures evolving and learning trends adapt to the change of times (Bennet 121)." However, a number of factors are necessary in order to fully integrate this strategy. First, the leader has to acknowledge the power of adaptability. "Adaptability is an ally of change and creativity in administering creative strategies in running a primary institution (Napao 166)." In his dissertation, "Quantitative Determinants of Effective Leadership in Non-standard Primary Schools" (1998), L. Napao commented that should there be no efforts made to adapt to the recent trends, basic education, particularly those in mixed-cultured, mixed-intelligence and mixed-standard learning institutions will never be effective in achieving the projected competency goals (312). E. Calumpang, conforms in her dissertation, "Identifying the relationships of achieving primary school competencies and traditional leadership: a guide to dissecting the disparity in traditional leadership in mixed-intelligence institutions," by suggesting that the type of academic leadership these days is still predominantly traditional. A. Ghent (2002), in a related study (Traditional Leadership vs. Modern Leadership: A discussion into the types of leaderships in learning institutions), suggested that, "there must be a sense of leadership freedom and non-conformity to traditional rules in managing mixed-culture classes. Administrators or deans have to be creative in their approaches to motivating teachers and thus effecting the same motivational change in students (97)." To confirm this, J. Bennet, in her dissertation on "Mixed Races, mixed intelligences, mixed learning strategies (2003)," pointed out that the variants in learning factors in international school-types of learning institutions are large compared to local schools, thus the traditional type of leadership can use a certain extent of creativity and initiative.
Following the previously-mentioned factors pointing to the importance of affecting a change in leadership or management in terms of creativity in schools similar to or exactly like an international school, the following have been identified as fundamental in affecting the said change:
The main goal of a change in leadership style in the mixed-culture, mixed-intelligence learning institution must be to have an increased level of motivation within the instructors (Bennet 151). Optimum teaching strategies are observed when the atmosphere for learning on two levels: the instructor and the students, are open and creative (Calumpang, E. 198). In the table below, E. Calumpang illustrates the results of her study relevant to using creativity in leadership strategy:
Table 1.3. Observable Performance Ratings in Teachers in Traditional Learning Setting vs. Non-traditional Learning Setting
Criteria Teachers from Public Elementary School Teachers from International Montessory Preliminary School
Modern Teaching Strategies 4 8
Interactive Learning Techniques 5 9
Relevant activities in the classroom 4 10
Criteria Teachers from Public Elementary School Teachers from International Montessory Preliminary School
Modern Teaching Strategies 4 8
Interactive Learning Techniques 5 9
Relevant activities in the classroom 4 10
Criteria Teachers from Public Elementary School Teachers from International Montessory Preliminary School
Modern Teaching Strategies 4 8
Interactive Learning Techniques 5 9
Relevant activities in the classroom 4 10
Quality of Exams 5 9
Quality of Assignments 3 8
Quality of Short Tests 3 8
Quality of Oral Recitation Strategies 4 8
Learning mood inside the classroom 2 8
Teacher's demeanor in the classroom Monotone, too structured, chalk-talk method Fun, excited, eager to go into the next activity
Teacher's treatment of students Too generalized Highly personalized
Effective principals frequently enjoy their success (MacKinnon 1960). Success for the effective principal is defined as taking charge of one's actions, and by those actions to motivate others to do something that has not been done before. Taking action may even assist accomplishing goals that have never been well defined. Effective principals are also frequently enthusiastic about their ideas. By setting an example of enthusiasm for ideas (Shouksmith 1970), the effective principal may alter the behavior of others, thereby motivating them.
With the data presented above, creativity is a necessary change in the trend in educational leadership these days. Bleedorn (1986) poses the argument that the development of creative potential is vital if leaders are to function effectively in the future. For the gifted child, creativity is an essential component in his educational program and may well be a desirable problem solving skill for the educational leader in an International school. Complex issues confronting current school leaders require leadership marked by high levels of creativity. With the rapidly changing and increasingly complex educational challenges of today it is time to find out if effective leaders share creative traits and use them to accomplish their tasks. (Tannenbaum, Weschler & Massarik 1961).
Effective principals should frequently enjoy their success (MacKinnon 1960) Success for any effective leader is defined as taking charge of one's actions, and by those actions to motivate others to do something that has not been done before. Taking action may even assist accomplishing goals that have never been well defined. The creative leaders should also be frequently enthusiastic about their ideas. By setting an example of enthusiasm for ideas (Shouksmith 1970) the creative leaders, who maybe part of any organization, may alter the behavior of others, thereby motivating them. Thus the strategic function of principals of International Schools, then, is to enhance motivation and performance in the faculty.
Thus it can be concluded that effective Principals should orient their respective schools by showing the creativity traits of showing their passion for work, leading by innovative examples, independence, goal setting and making sure they are achievable and eventually achieved, originality, flexibility to listen to their subordinates or other staff members (even students for creative ideas), wide range of interests to have a flow of ideas from different angles, intelligence and motivation. (MacKinnon 1962)
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