Philosophy of Leadership in Education: Essay

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Abstract

It is difficult, to sum up, effective leadership with mere words; it is highly essential in an educational setting, yet it can be highly difficult to achieve. Many components make up an effective leader, some of which include: personality traits, ability, skill, behavior, relationships, and process (Northouse, 2018). It takes a balance of each of these to enable a person to lead well. The skills and traits of leaders are extremely important, just as leaders’ ability to form meaningful relationships with those under their leadership. It takes a balance of all of these components to enable a person to lead well. A key trait of leaders is the building of relationships; if leaders want to achieve long-term success, they must be able to cultivate meaningful relationships with those under their charge. Leaders should have the end goal of creating future leaders – who in turn – will eventually lead others to success at new heights.

Education and family are at the core of our civilized society. Each provides the wisdom, knowledge, and culture that is needed for our children to become productive citizens. The saying, “It takes a village,” (unknown) is one that educators should take seriously. In many situations, it takes much more than just parents to accomplish God’s will in a child’s life. School leaders should not only focus on the development of their students but should utilize that same zeal to develop their teachers. More specifically, by focusing on the individual strengths and talents of educators, the leader places value on that educator. That value builds the teacher’s confidence which has a measurable effect on the teacher’s performance and influence within the classroom. When that focus is consistent and genuine, it is usually reciprocated by the students by teachers. None of this is accomplished without having a relationship-based leadership style that values: motivation, empowerment, genuine concern, and commitment to the growth of the whole person.

Philosophy of Leadership

Achieving success in a school is dependent on the overall health of the community. The importance of leadership cannot be minimized; however, leaders are no more crucial to a school than those they lead (Blackaby, 2011). However, to lead effectively, there must be mutual trust and respect. “Leadership is ultimately based on trust” (Blackaby, 2011 p. 197). I believe there are three ways to earn trust and respect as a leader: developing people, caring for people, and setting an example of integrity. These are important tasks because educators should be inherently creative thinkers with a desire to inspire children to love learning. Teachers cannot accomplish their desired goals if they feel as though school administrators are not supportive. To avoid this misconception, I will stand beside the educators entrusted with my care and strive to support and develop them. Not only do students need to feel safe in school, but educators must also feel safe to explore their creativity, ideas, and expertise. It is my responsibility to provide that safe haven and support and work hard alongside them. With all of this said, I have a democratic leadership style because listening to all the educators at the school where I lead is of utmost importance to the success of my methods. To show people that they are valued is to truly listen to what they are saying and collaborate on strategies for the betterment of not only the school but also the staff. Blackaby & Blackaby (2011) stated, “Leaders should enter a ‘covenantal relationship’ with those they lead,” which they describe as a “shared commitment to ideas, to issues, to values, to goals, and management processes” (p. 87). Words such as love, warmth, and personal chemistry are certainly pertinent. Covenantal relationships are open to influence and fill deep needs. Covenantal relationships reflect unity grace and poise. They are an expression of a sacred nature of relationships” (Blackaby & Blackaby, 2011, p. 112).

The Marine Corps, for example, utilizes an organizational strategy that speaks to my philosophy. Typically, a young Officer will be assigned to work alongside a Staff Non-Commissioned Officer (SNCO) who has accomplished tenure (10+ years). While the Commissioned Officer has an education in his or her repertoire, the SNCO has valuable experience and knowledge. By rule, Commissioned Officers have rank over the SNCO therefore, they are the overall leader. However, the dependence on the Commissioned Officer of the SNCO is imperative and necessary to learn the inner workings of the division. In fact, without the direction of the SNCO, the Officers could find themselves losing ground with the Marines for which they are charged. The SNCO helps the Officer create trust and rapport within the division and helps the Officer minimize mistakes. Therefore, in this case, as in the way that I believe an organization should be led, the lower-ranking employee leads the higher-ranking employee in many aspects of the job.

Leadership Practice

To achieve a climate conducive to effective teaching and learning, academic excellence, and creating productive citizens for society, I believe it is important to create and nurture a constructive climate. Northouse (2015) states that a constructive climate is an “essential aspect of effective leadership that plays a major role in whether groups or organizations function properly” (p. 186). My responsibility as a leader is to “provide structure, clarify norms, build cohesiveness, and promote standards of excellence” (Northouse, 2015, p. 192). In addition, allowing constructive criticism along with positive reinforcement is key to strengthening the constructive climate of the school.

As a leader, it is my duty to serve in as many capacities as necessary while maintaining the drive of the people. First, my responsibility to be a model of character, behavior, motivation, and endurance is one that I take seriously. “Leaders should set the example when it comes to work ethic” (Blackaby & Blackaby, 2011, p. 188). I will eagerly and joyfully be present at all functions, attend and facilitate professional development opportunities, be visible and present on campus, and be involved in the day-to-day tasks of driving education in the school. Next, I believe that effective communication is key to any successful organization. Not only do I ensure there is at least weekly if not daily communication from me on organizational matters, but I also will make many opportunities to encourage and motivate staff. “Leaders tell stories that address issues of value and meaning to help their people understand what is true, good, and important” (Blackaby & Blackaby, 2011, p. 196). My staff will continuously be reminded of the importance of the mission and the many ways that they are important to the mission by encouraging, mentoring, uplifting, and helping them. My staff will never doubt my sincerity toward or concern for them. Finally, I will ensure that I delegate tasks that empower my team to develop their own profession and expertise.

Relationships

Leaders are also followers and thus should portray their concern for their people in a sincere and caring manner. The people are what make the organization great. Therefore, I value and take seriously the responsibility of hiring the right people and developing those people into effective leaders themselves. My previous managerial experience along with my education has taught me the importance of empowering and trusting others to lead. As an educational leader, it is my goal to create an environment that is conducive to lifelong learners, thinkers, collaborators, creators, and leaders. As a teacher, my focus has been on empowering students to navigate their vessels and experience inspiration and success with my guidance and facilitation. As principal, I will expand this empowerment to all stakeholders, most importantly the staff.

I believe in a team concept where everyone shares the success of the organization. Often, I try to take on too much at one time. However, I have learned through experience that delegating tasks to others will allow me to be a more effective mentor and coach. Blackaby mentions that “leaders take delight not in how much they are accomplishing but in how much those around them are getting done” (p. 252). Delegating not only allows me to focus on the bigger picture of maintaining the course of the vision but also allows others to display their talents and skills in a manner that is productive and creates a moment of success for them.

Encouraging others is at the core of my leadership style. To do so, I will remain present and available while offering consistent feedback and showing genuine concern for my team. Too many leaders utilize their charisma and seemingly genuine concern simply to manipulate others into conforming to a certain value or standard or completing a task. My team will know my genuine concern and interest in their lives and careers.

Diversity

To experience ultimate success in an educational organization, it is imperative to surround myself with people who have different perspectives and skills that I may not yet have attained. While unity is important, tolerance and acceptance are equally important. An organization can maintain unity while challenging the intellect and ideas of one another. When it comes to surrounding myself with a diverse group of thinkers, I agree with Blackaby (2011) who states that “unity is most evident when diverse people honestly and fearlessly share their concerns yet remain committed to their fellow team members and the organizational goals” (p. 298). Having a team of individuals with unity in values is important, however, having a team of similar thoughts can also be counterproductive to long-term growth and stunts the development of creative ideas within the institution.

Conclusion

Leadership in a school is difficult and should come with a lot of thought and meditation. Throughout my role as a leader within the school system, the welfare of children and staff rests upon the choices that I produce. First of all, I do not take this truth easily or regularly without repentance and dependence on the hand of Christ. First, I must note that leaders are only as good as the people they lead. Eventually, my appeal for leadership draws on the tradition of modesty while inspiring and educating my staff and students. At the end of the day, I want to ensure that I leave behind a legacy of unity, trust, humility, compassion, and a genuine love for learning in all aspects. This can be accomplished through covenantal relationships that “fill deep needs” and “reflect unity and grace and poise” (Blackaby & Blackaby, 2011, p. 122). Covenantal relationships are the ultimate expression of God’s desire for people to relate and inspire one another. As a leader, it is my vow to help others reach their personal goals by utilizing the unity of a covenantal relationship. These relationships will ensure that organizational goals and the institution’s vision are aligned.

References

Blackaby, H., & Blackaby, Richard. (2011). Spiritual Leadership: Moving People on to God’s Agenda. Nashville: B&H Publishing Group.
Northouse, P. G. (2015). Introduction to Leadership: Concepts and Practices (Third Edition ed.). Thousand Oaks, CA: SAGE Publications, Inc.

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