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Leadership Style and Philosophy

February 1, 2024

EAD 501
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Leadership Style and Philosophy

I can't help but reflect back to my years in school and all the leaders I have

worked for, under, and with as I sit here and consider leadership and what it looks like to me.

There were a lot of variances in leadership philosophies and viewpoints of the most successful

philosophies. The argument over the most successful leadership paradigm was, in reality, the one

thing that never appeared to change. "After decades of dissonance, leadership scholars agree on

one thing: They can't come up with a common definition for leadership," claims Leadership;

Theory and Practice. Leadership will continue to signify different things to different people due

to reasons including generational divides and expanding global influences. Northhouse (2004) I

can see that I also have a developing philosophy and style of personal leadership. My ideas and

emotions are derived from my involvement in this course's activities as well as my own

educational experiences.

Explanation of Personal Values and Beliefs

I view myself as a committed teacher whose personal values and views have a significant

impact on my way of thinking, making decisions, establishing goals, and interacting with other

people. The ideas of equity, empathy, and lifelong learning are central to my core beliefs. I

genuinely think that all pupils should learn in an inclusive and equitable atmosphere. My

dedication to equity influences the way I organize my classes, making sure that the special

talents and difficulties of every student are considered. I support many points of view and a

culture in which everyone is respected and heard. When it comes to matters of justice and

fairness in the educational system, this value directs my choices. My approach to teaching is
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based on empathy. I know how important it is to comprehend the unique needs, experiences, and

histories of each of my students. My teaching strategies are influenced by this empathy in order

to accommodate different learning styles. When making choices, I try to think about how they

will affect the wellbeing of the children and work to foster a caring and supportive learning

environment. I firmly think that learning is a process that lasts a lifetime. This concept serves as

the motivation behind my constant pursuit of professional development, keeping up with current

developments in education, and implementing cutting-edge teaching techniques. It also

influences how I set goals for myself since I want my students to love learning as much as I want

to convey knowledge. This principle motivates me to establish objectives that foster progress on

the personal and professional levels. In the classroom, I value community and collaboration. I

think that collaboration among teachers, parents, and students can be quite powerful. This

conviction informs how I engage with coworkers, encouraging a candid and cooperative

environment. The education community, in my opinion, is a powerful force that can influence

students' growth in a positive way. In conclusion, my personal values of fairness, compassion,

lifelong learning, and a cooperative society have a significant impact on how I think, make

decisions, set goals, and interact with people in the field of education. These principles act as a

compass for me, directing me to provide my pupils with a rewarding and stimulating learning

environment while also contributing to the larger educational community.

Leadership Style Aligned

I came to the realization that I don't fit into any one of the three leadership models

after considering the three that I've studied. My many years of experience in an educational

setting, both as a student and a teacher, have shaped my evolving thoughts and attitude about

leadership. It's really straightforward: not every scenario will suit a particular leadership
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paradigm, just as not every size fit all. My own ideas on leadership are based on a sense of

obligation and accountability. Every school has a strategy for school improvement, and each

teacher has areas for personal growth. The objectives stated in the school improvement plan or

by the leadership, in my opinion, should fall within the regular duties of support personnel and

instructors. It was difficult to select only one of the three leadership models after examining

them, but if I had to, I think I would relate better to the transformational model. Having said that,

I would like to draw attention to the fact that I thought some of the components would be ideal

for someone who aspired to be a successful leader. Additionally, I think that trying to fit oneself

into a single niche could cause more harm than good if it doesn't work out. How might a

successful leader like me look? Integrity and fairness will always be at the center of my

leadership philosophy, first and foremost. My goal is to be fair but firm. I think it's important to

set goals so that teachers and kids have something to strive for, but I also recognize that growth

can take many different forms. When necessary, I wish to inspire, challenge, motivate, and adapt.

Since I want my teachers to collaborate for the benefit of the school and its pupils, I occasionally

have to work side by side with them as equals to set an example for what constitutes a positive

and productive professional learning community. In order to support others in self-reflection and

improvement, I want to be aware of their needs. As a leader, I want to be respected and respected

for my ability to solve problems. Productivity and morale will be strong because I work for my

staff and students and demonstrate good behavior. Not only will work be done, but meaningful

work will as well, when people look forward to entering those doors each morning. As the

saying goes, "You cannot fit a square peg into a round hole." Similarly, trying to impose one

leadership style on the whole group won't work in the long run. Every case is unique, in my

opinion, therefore before taking any action you should evaluate the requirements of the
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individuals involved as well as the organization as a whole. A leader needs to be flexible and

open-minded. As I mentioned before, there are aspects of each model that I would employ, but I

think the transactional model is the one I would want to avoid the most because it makes change

extremely difficult for leaders who use it. I cannot and will not base my leadership style solely

on one model. Rather, I plan to employ a blend of Transformational, Transactional, and Servant

Leadership styles to become a valuable leader in a dynamic environment and fulfill the many

needs of all community members, employees, and students who enter my doors.

Integrity and Fairness

As a supporter of honesty and equity in the classroom, my strategy is based on creating a

learning environment where each student is held accountable for their academic and social

progress. It is my belief that open communication, fair policies, and a dedication to impartial

decision-making are the first steps towards developing an integrity culture.

I would support uniform, transparent standards that apply to all kids, regardless of circumstances

or background, in order to guarantee responsibility. Fair assessment procedures and curriculum

updates to accommodate a range of demands can be put into place to give every kid an equal

chance to succeed academically.

Moreover, fostering an accepting and encouraging culture where students feel appreciated and

respected is essential to fostering social success. Emphasizing empathy, open communication,

and character education can help students become well-rounded people who thrive academically

and contribute constructively to the school's social fabric.

Furthermore, open lines of communication between parents, teachers, and children are crucial.

Frequent progress reports, parent-teacher conferences, and publicly accessible feedback

platforms can foster cooperation and guarantee that all parties are aware and actively

participating in the educational process.

In the end, my dedication to honesty and equity goes beyond the classroom and includes each

student's overall growth. We can create a school system where every kid has the chance to reach

their full potential in both their academic and social lives by promoting an atmosphere that

values transparency, accountability, and equity.

Model of Effective and Inspirational Leadership

When it comes to educational leadership, my theory stands out as a new and useful way

to combine the transformative, transactional, and servant leadership models. Transactional

leadership is a widely used model in educational setting across the country. According to,

Adaptive or Transactional Leadership in Current Higher Education, “transactional leadership is

largely based on the exchange of rewards contingent on performance” (Khan, 179) In today’s

society this model can work, because people want to know what is in it for them. It is stated in,

Relations of Style of Leadership and Achievement Motivation for Teacher, “In its corrective

form, the transactional leadership concentrates on actively setting standards. In its passive form,

involves more expectancy and reaction.” (Clipa and Greciuc, 57) My leadership theory

combines the inspiring and visionary traits of Transformational Leadership with the practical
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and results-oriented approach of Transactional Leadership. This creates a harmonious synergy

that helps students grow in both personal and academic areas. The use of Servant Leadership

concepts also stresses the importance of putting the health and growth of both teachers and

students first. This method not only inspires and motivates teachers to do their best, but it also

creates a learning space where students' wants and goals come first. Basically, my educational

leadership philosophy is to create a culture of always getting better and working together, so

that both teachers and students can grow, learn, and reach their fullest potential.

Conclusion

In short, the years of education I've had have shaped a unique leadership mindset

based on honesty, fairness, empathy, and a desire to keep learning throughout life. As I think

about the different leadership models we looked at, I realize that I can't just fit into one system.

Instead, I use parts of Transformational, Transactional, and Servant Leadership styles to make the

school setting dynamic and welcoming for everyone. Using openness, responsibility, and fairness

as main ideas, my leadership theory aims to motivate both teachers and students, building a

team-based environment that values ongoing growth and reaching each person's full potential.

Basically, my leadership theory is a complete and useful model that combines different

leadership styles to make the whole school community better.

References

Anderson, M. (2017). Transformational Leadership in Education: A Review of

Existing Literature. International Social Science Review, 93(1), 1–13.

https://eds-p-ebscohost-com.lopes.idm.oclc.org/eds/detail/detail?vid=0&sid=89c9a3ea-51e0-

4abb-a812-baf470cdefaa

%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d

%3d#AN=124988167&db=ofs

CLIPA, O., & GRECIUC, Ş. M.-A. (2018). Relations of Style of Leadership and Achievement

Motivation for Teacher. Romanian Journal for Multidimensional Education / Revista

Romaneasca Pentru Educatie Multidimensionala, 10(4), 55–64.

https://doi.org/10.18662/rrem/72

Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief

Comparison. International Review of Research in Open & Distance Learning, 18(3),

178–183.

Northouse, P. G. (2019). Leadership: Theory and practice. Los Angeles: SAGE.

https://doi.org/10.19173/irrodl.v18i3.3294
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TEROSKY, A. L. aterosky@sju. ed., & REITANO, M. C. . (2016). Putting Followers

First. Journal of School Leadership, 26(2), 192–222.

https://doi-org.lopes.idm.oclc.org/10.1177/105268461602600201