Philosophy oI Leadership

Personalities and previous experiences have an inIluence on our values and belieIs about
leadership. School leaders determine how much responsibility they would like teachers to have.
Glickman (2002) identiIied approaches to leadership. Leaders direct teachers, standardize
choices, and set criteria Ior results under the directive-control interpersonal approach. School
leaders who use the directive-inIormational interpersonal approach direct teachers to choose
Irom a selection oI choices. In the collaborative approach, leaders listen, understand the
teacher`s view, and then participate in the discussion by making suggestions and negotiating.
Leaders who take the nondirective approach Iacilitate the process oI teachers developing a
personal plan.
Collaborative leadership styles allow all stakeholders to participate in the decision-
making process. Students should actively participate in learning. Change requires a supervisor
to lead, Iacilitate, and manage (Calabrese, 2002). Leaders must analyze the big picture and
determine what is best Ior the majority. EIIective leaders are honest, keep their promise, align
their words with actions, are willing to admit that they made a mistake, and help others reach
their potential.
Effective Ethical and Purposeful Leadership
Well-developed oral and written communication skills are essential Ior an eIIective
leader. According to Gorton and Alston (2009), relationship-oriented managers Iocus on tasks
and relationships with subordinates. Managers Iacilitate interactions in an organization.
Administrators continuously make decisions that aIIect a school and the community. Principals
determine when and how to include teachers, parents, students, and other stakeholders in the
decision making process. EIIective, ethical, and purposeIul leadership includes thinking beIore
responding, actively listening, observing nonverbal communication, giving consistent and
detailed Ieedback, and knowing when and how to ask Ior assistance.
School leaders determine the quality oI motivating Iactors that are present in an
educational setting. Administrators who attempt to control educators will get temporary results.
Teachers do not respond positively to controlling behavior. Leaders should Iacilitate growth and
development toward teachers` proIessional and personal goals. Educational leaders have the
ability to change the environment in a manner that Iacilities organizational growth. Leaders
should consistently conduct selI-assessments and improve areas oI need.
oral Leadership
Burns (1978) described transIormational leadership. TransIormational leaders encourage
Iollowers to be creative. They provide support and encouragement Ior others by articulating the
vision. There are multiple techniques to lead. Leaders Iollow guidelines based on their
interpretations or preIerences. Leaders and Iollowers advance to higher levels oI moral
development. Leadership requires an individual to make choices Ior a group or organization by
determining what is right or wrong. Moral decisions might not be appealing to everyone.
Leaders should not make decisions to become popular. Moral leaders have integrity and do what
is wright even iI others do not like the choices. Leading with morality requires an individual to
use personal belieIs, principles, and standards to make decisions based on the greater good Ior all
stakeholders.
Moral leaders might make choices that give credibility to experience and intuition rather
than theory. In most situations, moral absolutes do not exist. Leaders are responsible Ior leading
Iollowers toward an organization`s vision. Schools teach lessons about societal norms and
expectations. Students in educational institutions come Irom diverse backgrounds. Educational
leaders should include policies and procedures that are sensitive to the needs oI all learners.
Students should gain insight about culture diIIerences and techniques to interact with individuals
Irom various backgrounds. Leaders should consider how they could make a diIIerence in the
lives oI others.
2portance of Servant Leadership
EIIective leaders plan Ior change. They understand that being deIensive interIeres with
learning. Failure to learn makes it likely Ior individuals or organizations to repeat behaviors that
were unproductive in past situations. According to Calabrese (2002), beIore change begins, the
leader should uncover constraining Iorces. Overt and covert rules determine how an
organization operates. Leaders have an attitude oI optimism. Optimists Iocus on the
possibilities. Administrators remind everyone to create goals and to think about the big picture.
Servant-leaders serve Iirst and then lead. The purpose Ior becoming a leader is be a
servant. Leaders assign the needs oI others as the main priority. One oI the goals is to assist
others with becoming the best that they can be. Coaches are an example oI the role that servant
leaders play. SelIless leaders take risks to do what is right Ior others. Leaders do not hide
behind masks and earn the trust oI others.
EIIective leaders serve their purpose as change agents. Change agents take an active role
in revising an organization. They understand the importance oI collaborating and establishing
positive relationships. EIIective leaders have visions and continuously work to reach their goals.
Leaders usually rely on intrinsic motivation to carry out tasks. Leaders use a moral decision-
making process to serve others. Servant leaders do the right thing to beneIit all stakeholders.
















#eIerences
Burns, J.M. (1978). Leadership. N.Y: Harper and #aw.
Calabrese, #. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon.
Glickman, C. (2002). Leadership Ior learning: How to help teachers succeed. Alexandria, VA:
Association Ior Supervision and Curriculum Development.
Gorton, #. A., & Alston, J. A. (2009). School leadership and administration. Important
concepts, case studies, & simulations (8th ed.). New York: McGraw-Hill.