Leadership Style and Philosophy
Life's challenges and difficulties are necessary for both personal development and effective leadership. As I think about my life path to where I am and want to be, I examine the harrowing moments since they often contain the most valuable lessons. My leadership style is primarily the result of my life experiences, failures, and successes. As I develop my leadership philosophy, these experiences will inform the reasoning behind every concept. To foster respect, I will always treat everyone I meet with dignity. I have previously worked under bosses that did not do this for me, and I remember not reacting well to this situation. My indifference levels would increase to depression, misery, and resentment. I have also made the mistake of acting toward others and experienced the same feelings of indifference and disconnection in return. Before I can lead anyone, I will thus treat everyone with respect, from caretakers to CEOs.
My early years were spent abandoning everything that proved challenging. As a result, my regret for things I wished I had done was always greater than my regret for things I did. For this reason, I started focusing on and achieving my objectives. Understanding goal attainment has been much simpler for me after I realized that I would rather experience difficulties attempting to achieve my objectives than cope with the regret of not doing so. I believe that good leaders are constantly achieving their own goals and setting goals for others. A true leader assists team member in setting and achieving objectives. As a teacher, it has always been challenging to define a measurable objective in teaching. However, if I demonstrate self-efficacy, I can inspire my staff to do the same and also to do so for pupils.
Being a history major has helped me tremendously in life. As historians, we are schooled in research techniques, problem-solving, critical thinking, and the communication of ideas. This instruction has helped me in all of my current endeavors. I begin the decision-making process by defining the issue. Then, I will research as many potential outcomes as I can imagine. I analyze all of them and seek the most objective answer feasible. As a leader, I will carry these talents with me. Before implementing any directives or suggestions, my staff will be aware that I have completed and analyzed copious amounts of empirical research and have also listened to the errors of others. They will believe that I am making the best possible decision.
My leadership style will be a combination of the three primary leadership models: transactional leadership, transformational leadership, and servant leadership. I feel that each has immense worth, and I have chosen specific components for each. I will begin on a broad scale by focusing on transformational leadership. I believe that for students to achieve at a high level, they must be motivated by their teachers; there must be “collective teacher efficacy” (Liu, 2021). I must inspire and encourage my employees in order for them to alter their thinking and behavior. I will establish a culture of dignity amongst instructors, students, and the larger community to foster mutual respect. Both instructors and students will develop self-efficacy and academic accomplishment from this perspective. We shall have a shared vision and objectives, and instructors will collaborate to achieve them (Northouse, 2019).
My study suggests that transactional leadership has become obsolete. Nonetheless, I feel that many educators are jaded and disengaged since there is often no "reward" for going above and beyond. Yes, we can all provide the politically correct response that we are in it for the nontangled things, but we are all human, so this only goes so far. A successful leader must provide incentives for goal achievement. Over more extended periods, contingent reward transactional (CRT) leadership is more effective than transformational leadership (Jiang, Bohle, and Roche, 2018). I hope to inspire my staff for many years, but there will come a time when my words will become monotonous and fall on deaf ears. Without a transaction for objective achievement, the mission will wither and expire.
In addition to rewarding employees for reaching our objectives, I will prioritize their needs. As servant leadership suggests, I will put the needs of my team above my own (Northouse, 2019). To continue attracting and developing talent, I must demonstrate that I care about my employees' personal and professional development. It may seem counterintuitive that I would cultivate talent so that they may advance to more significant positions. This will, however, make me a talent wizard, and I will have a more excellent supply of potential instructors eager to work for me. This will generate a virtuous and encouraging environment, which will flow to the kids (Madsen et al., 2009). I will motivate my staff to prioritize the needs of their students and become servant-leaders. Once I have shown an interest in my staff's aims, I may request that they take a keen interest in their students' lives. Thus, this empowerment will become motivating and lead to student self-efficacy (Bier, 2021).
In order to quantify student performance, grades cannot be used as a metric. I feel that if I establish a target for a greater student pass rate, I would devalue the educational process and prioritize the final result. I feel that placing will allow me to behave with integrity—a concentration on education itself, not on grades. By doing so, I can manufacture higher marks and request that my administrative teams evaluate student work. Instead of reviewing letter grades, I want students to produce portfolios demonstrating what they have learned. It is simple to assert that one will be inspiring, but how does this philosophy plan to do this? It is a result of the activity. I am confident that once I have shown my ability to elevate people, they will join my cause. We will achieve our objectives if I treat others with respect and they earn my respect. Although our primary objective is student success, we cannot do this without first serving the instructors. Inspiration must originate at the top. I will have established a culture of high standards, goal orientation, and collaboration to accomplish the stated objectives. Teachers will know they are valued since they will not only be acknowledged but also compensated. Together, the school I lead will fulfill our success metrics.
Bier, M. C. (2021). SERVANT LEADERSHIP FOR SCHOOLS. Journal of Character Education: Volume 17# 2, 17(2), 27-46.
Jiang, L., Bohle, S. L., & Roche, M. (2019). Contingent reward transactional leaders as “good parents”: Examining the mediation role of attachment insecurity and the moderation role of meaningful work. Journal of Business and Psychology, 34(4), 519-537
Liu, P. (2021). Principals' Transformational School Leadership and Collective Teacher Efficacy in Chinese Urban Upper Secondary Schools. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 49(2).
Madsen, S. R., Gygi, J. C., Hammond, S. C., & Plowman, S. F. (2009). Forgiveness as a workplace intervention: The literature and a proposed framework. Journal of Behavioral and Applied Management, 10(2), 246-262
Northouse, P. G. (2019). Leadership: Theory and practice. Sage publications.
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