As the 21st century continues to evolve, it is the task of finding the talent of leaders to occupy the leadership position of the educational sector continues to be challenged not due to the lack of talented leaders, but due to the lack of adaptability qualified candidates. As such, many schools are led by leaders who lack the qualifications needed to operate educational institutions in times of rapid and constant change. If the educational landscape is to realize some important changes, it should revive the education leadership. This article identifies a number of subjects that the education system represents. It looks like how these challenges can be tackled by reinvesting education leadership. In the report, the maximum is a short suggestion on how university institutions and stakeholders in the field can use how they prepare education leaders. The conclusion is not only university education but also adaptable, talented leaders who can perform in an environment characterized by constant and rapid changes.
The modern society of society is one where the change represents one of the few places. Cultural, social, political, technical and economic change has taken place in a varied school since the beginning of education. With the advent of these changes, the education system is now faced with increased challenges. Challenges such as: small family literacy, increased poverty, increase family disruption, and increased access to unexpected information about the internet. These challenges, for example, have created an unequal playground as students from all walks of life enter the educational system that is different from when they quit, obstacles to differences should disappear significantly, at least in academic terms. Unfortunately, this does not always happen. Article by the National Association of Higher Education Teachers "How do you rebuild your principal" describes the number of effects these challenges have on birth: higher rate of decline, lower learning outcomes and teaching ability. The impact of these problems on society is harmful as more students discontinue the education system without the necessary skills to become positive participants in society.
As these changes and their effects are characterized by education, stakeholders are forced to raise their expectations from those in leadership positions within school. Copeland in his article "The Myth Super Principal" confirms this point when he says that leadership's expectations have risen sharply since 1980 (2001). The 2001 mandate regarding the claim of no child by child (2001) reinforced previous statements, as according to the Labor Representatives who were subsequently reclassified as non-Annual Progress (AYP), were deprived of their status. Incidentally, most leaders who were "talented" talent were at the forefront, but lacking adaptability skills. Talented leaders have completed their years of training, by studying the required dogma as required. Adaptive-competent leaders can perform theoretical skills almost and able to evaluate new circumstances and appropriately change their governance to suit the situation. As the change of mind changes, leadership should be reviewed if it is possible to expect some measure of success in eliminating the challenges faced by education.
The expectations of society have shaped and will continue to shape their role in leadership. It is now assumed that education leaders are more than managers, set rules and policies, and maintain the necessary paperwork. They must be more disciplined, enforce rules and policies and give consequences if rules and policies are violated. Leaders are expected to, within all of the challenges they faced, promote increased learning performance, cut the percentage of dropouts, and be encouraging to their teachers. As the period of high-level tests roots, no education leader is exempted from these new statements. Institutions in the field of university education and stakeholders in the educational area now have to consider and quickly how to prepare leaders to take on education systems that must survive in these temporary times or face the future with an annual increase in the number of excessive students.
Teaching leadership for this period requires a style of leadership that is hydraulic to address the challenges that continue to blow up the academic world. This style of leadership should be prominent in values, only then can education culture that contributes to the invention of the future future maker's reality. These values should encourage honesty in decision making that affects not only education but also stakeholders. Valuable culture should produce leaders and followers who are willing to listen and evaluate data before they are taken to implement or process data. The 21st Century Educational Program should encourage co-operation within its organizations. This allows staff to feel self-esteem and self-confidence when working with their leaders to grasp the necessary changes needed to meet the challenges they face. Educational leaders should encourage staff for creativity, as they seek new ways to cope with new educational conditions. Too often, teachers do not underestimate their counsel outside school to handle the strategies they can achieve with the problems they face. In order for employees to maximize their creative potential leaders, they should create environments that facilitate and encourage employee creation and innovation. Encouraging seminar meetings were brainstorm technology as well as random word technique or mind mapping is used to identify approaches to provide a climate where students are encouraged to study. The environment in question should encourage employees to take an active part in making decisions that are important for the education process. This can be achieved if leaders create culture that promotes open communication, where followers can participate by expressing their ideas without fear of lies.
Modern education leaders should move from a certain style but should take advantage of different leadership opportunities as the situation guarantees the ability to cope with the problems they face. Any management style that lacks flexibility to adjust as time changes becomes a barrier to academic performance. Higher education institutions and owners should prepare educational leaders to embrace new approaches to dealing with a new "generation" that will continue to metamorphosise as time changes. As the community treats short-term educational leaders, university institutions need to provide adequate and professional opportunities to gain talent for those looking for leaders in order to produce talented, talented and talented leaders.
The 21st century education campaign should be prepared to deal with the myth that transforms the bombing. As technology, culture, politics, economics and social factors continue to change education, academic skills, should no longer be the scale for which leaders are prepared. The need for developing adaptability skills will be necessary. Only then can leadership be converted to meet the demand for changed schooling.