Invitational Leadership

Introduction Leadership, and the study of it, has its commencement in the early civilizations. Ancient rulers, pharaohs, emperors and biblical patriarchs have one thing in common – leadership. Although scholars have been studying this phenomenon for almost two centuries, numerous definitions and theories abound throughout. However, enough similarities exist so as to define “leadership” as an effort of influence and the power to induce compliance (Wren, 1995).
Leadership is a process through which an individual influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. This definition of leadership is relatively similar to that of Northouse’s (2007,p.3) And the definition of a leader stipulated by Peter Drucker is someone who has followers. The capacity to influence others is dependent on the power detained. The leader’s attitudes would definitely determine the level of productivity from his employees. A Task Orientation or Directive Behaviour reflects the concern of a leader for the actual task at hand whereas Employee Orientation or Supportive Behaviours reflects how much a leader is concerned for the people around him, providing support and encouragement for them. Concurrently, different theories have been developed for the field of leadership but we would be showing more attention to the Invitational Leadership theory.
The research on the effects of Invitational Education Theory (IET) in the educational administrative process is relatively new as compared to other theories pertaining to leadership. Invitational Leadership has a different dimension from the standard theories of leadership that emphasized the process of influencing others through the use of power to an alternative leadership style that promotes collaboration and show consideration and respect for individuals in the educational system.
This study comprises of two parts. Firstly, we would see the theoretical

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