The It involves creative behavior of managers which

The need for creativity in educational
administration has long been acknowledged to achieve competitive benefits by
all organizations concerned with growth & change. Drucker (1967) stated
that demand for creative managers’ increase day by day. With the increasing rate
of change, managerial creativity is becoming more vital for organizational effectiveness.
It involves creative behavior of managers which produce interesting or helpful
innovation. Headmasters perform number of roles as a manager. Managerial
creativity is regarded as a unique quality of eminent individuals. It is an act
of making something innovative, original, & useful novelty. It is the
ability to produce appropriate & novel things (Hennessey & Amabile,
1988 & Ochse, 1990). Creativity is recognized as one of the best asset of
the mankind. Almost every period witnessed a host of progressive minds
determined to accelerate the man’s growth towards a complete mastery over
himself & his atmosphere, but only a few could do that. In fact, it is
always the idea of those few creative minds of each period that have led to
remarkable changes in the account of man’s society & reshaping of his own
fortune.

      Self-Confidence is regarded as a positive
mind-set of a person towards his self-concept. It is a quality of professed
self. Self-confidence refers to a person’s perceived skill to deal with
situations effectively without leaning on others & to have a positive
self-evaluation. A self confident person perceives himself to be socially
capable, expressively mature, academically adequate, successful, satisfied,
influential, confident, self-determining, self-assured, forward moving, quite
assertive & having leadership character.  The concept of self-confidence enjoys vital
position in the theories of human behavior. Abaci & Okyay (2013) revealed a significant
relationship between self confidence and personal growth initiative levels of
managers & employees. Further it was found that self confidence and
personal growth initiatives are positive according to gender.
Kolb (2006) examined the effect of gender role, attitude
towards leadership, & self-confidence on leader emergence to know its
implications for leadership development. The results show no substantial
differences between the behaviors of male & female leaders, difference
exists in perceptions of these behaviours. Leadership continues to be described
in stereotypically masculine terms, although some evidence exists that an
androgynous leadership style also may be related to perceptions of leadership. The
study also examined whether self-perceptions of masculine gender role characteristics
would envisage persons who were perceived by others as leaders on a team
project & if other self report measures might be used instead to predict
leadership. This study indicated that both attitude towards leadership &
leadership experience were strong predictors of leader emergence than masculine
gender role.

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   Self-confidence is an approach that allows persons
to have positive yet practical views of themselves & their situations. Self
confident 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 to
others. One’s self-confidence can be refined by using a diversity of
approaches, e.g., constant achievement when performing responsibilities,
ongoing support & affirmation from supervisors, successful coaching in the
place of work. It is true that our performance is persistently inclined by the
self-confidence level that we hold. According to Sadler, (2013)

Self-confidence of new teachers appeared as a key
influence in the use of teaching strategies that involved active participation
of students. Content knowledge & teaching skills of teachers were related
to feeling self-confidence. Experience plays a big role in perception of
knowledge & skills of teachers. In its implication suggest that managers
should ensure new staff a familiar & stable teaching schedule.     To
Persaud (2003) self-confidence as a psycho-socio concept related to confidence
in personal life, abilities, & strength of the person likely coming from
the attitude,  body language, how one
speaks, what is said, the actions taken & others. The confidence of
headmasters is reflected in behavior, attitude, body language, how to say &
what is said, & how to act. Headmaster who has high self-esteem will have
more practical outlook, headmasters as a managers either with high or low self-
confidence will have diverse impacts greatly in learning at school & in running
the school ranging from flourishing to fruitless results of their
teacher/student learning outcomes. Norman (2003) revealed that lack of
confidence can result in a sense of embarrassment, communication difficulty, social
worry & lack of boldness. Strategy of confidence building can be through
practicing self-acceptance, focus on success optimistic affirmations. School
heads have to care & support a positive attitude themselves. Chusmir, Koberg & Stecher (1992) revealed contrary
to generally held beliefs, no significant relationship was found between men
& women managers in either situations with regard to self-confidence. Both the
groups were found high on self-confidence at work than the same gender was in
the social environment. Strong gender identity, either male or female was
related with self-confidence at work for both genders, as was high individual
adjustment.