The need for creativity in educationaladministration has long been acknowledged to achieve competitive benefits byall organizations concerned with growth & change.

Drucker (1967) statedthat demand for creative managers’ increase day by day. With the increasing rateof change, managerial creativity is becoming more vital for organizational effectiveness.It involves creative behavior of managers which produce interesting or helpfulinnovation.

Headmasters perform number of roles as a manager. Managerialcreativity is regarded as a unique quality of eminent individuals. It is an actof making something innovative, original, & useful novelty. It is theability to produce appropriate & novel things (Hennessey & Amabile,1988 & Ochse, 1990). Creativity is recognized as one of the best asset ofthe mankind. Almost every period witnessed a host of progressive mindsdetermined to accelerate the man’s growth towards a complete mastery overhimself & his atmosphere, but only a few could do that. In fact, it isalways the idea of those few creative minds of each period that have led toremarkable changes in the account of man’s society & reshaping of his ownfortune.

      Self-Confidence is regarded as a positivemind-set of a person towards his self-concept. It is a quality of professedself. Self-confidence refers to a person’s perceived skill to deal withsituations effectively without leaning on others & to have a positiveself-evaluation.

A self confident person perceives himself to be sociallycapable, expressively mature, academically adequate, successful, satisfied,influential, confident, self-determining, self-assured, forward moving, quiteassertive & having leadership character.  The concept of self-confidence enjoys vitalposition in the theories of human behavior. Abaci & Okyay (2013) revealed a significantrelationship between self confidence and personal growth initiative levels ofmanagers & employees. Further it was found that self confidence andpersonal growth initiatives are positive according to gender.Kolb (2006) examined the effect of gender role, attitudetowards leadership, & self-confidence on leader emergence to know itsimplications for leadership development. The results show no substantialdifferences between the behaviors of male & female leaders, differenceexists in perceptions of these behaviours. Leadership continues to be describedin stereotypically masculine terms, although some evidence exists that anandrogynous leadership style also may be related to perceptions of leadership.

Thestudy also examined whether self-perceptions of masculine gender role characteristicswould envisage persons who were perceived by others as leaders on a teamproject & if other self report measures might be used instead to predictleadership. This study indicated that both attitude towards leadership &leadership experience were strong predictors of leader emergence than masculinegender role.    Self-confidence is an approach that allows personsto have positive yet practical views of themselves & their situations. Selfconfident people trust their ability, have a broad wisdom of control &believe, within reason, they are capable of doing what they desire, plan, &expect. Self-confidence is vital to successful performance in the place of work& is the basis of boldness, which is totally representing yourself toothers. One’s self-confidence can be refined by using a diversity ofapproaches, e.

g., constant achievement when performing responsibilities,ongoing support & affirmation from supervisors, successful coaching in theplace of work. It is true that our performance is persistently inclined by theself-confidence level that we hold. According to Sadler, (2013)Self-confidence of new teachers appeared as a keyinfluence in the use of teaching strategies that involved active participationof students. Content knowledge & teaching skills of teachers were relatedto feeling self-confidence. Experience plays a big role in perception ofknowledge & skills of teachers. In its implication suggest that managersshould ensure new staff a familiar & stable teaching schedule.

     ToPersaud (2003) self-confidence as a psycho-socio concept related to confidencein personal life, abilities, & strength of the person likely coming fromthe attitude,  body language, how onespeaks, what is said, the actions taken & others. The confidence ofheadmasters is reflected in behavior, attitude, body language, how to say is said, & how to act. Headmaster who has high self-esteem will havemore practical outlook, headmasters as a managers either with high or low self-confidence will have diverse impacts greatly in learning at school & in runningthe school ranging from flourishing to fruitless results of theirteacher/student learning outcomes. Norman (2003) revealed that lack ofconfidence can result in a sense of embarrassment, communication difficulty, socialworry & lack of boldness. Strategy of confidence building can be throughpracticing self-acceptance, focus on success optimistic affirmations. Schoolheads have to care & support a positive attitude themselves. Chusmir, Koberg & Stecher (1992) revealed contraryto generally held beliefs, no significant relationship was found between men& women managers in either situations with regard to self-confidence.

Both thegroups were found high on self-confidence at work than the same gender was inthe social environment. Strong gender identity, either male or female wasrelated with self-confidence at work for both genders, as was high individualadjustment.


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