Principles of School leadership Rizza Mermejo

Sir Mark Ephraim Ayano January 28, 2021

1. What an outstanding leader have?

An outstanding leader possesses a vision; they are those who

are said to be “visionaries” with a clear sense of moral purpose.
Successful leaders have “great vision”-the ability to formulate and
shape the future, rather than be shaped by events according to Richard
Harman. Also, they are courageous, a quote once said “courage is not
the absence of fear but overcoming it”. An outstanding leader faces his
fear with great determination and willpower. They are patient enough to
see things through. They are willing to take risks and are steadfast in
challenging under-performance or poor behavior. Madeleine Vigar said
“There’s a mental courage that you don’t waiver from.” Next, is passion,
an outstanding leader is passionate. Lyn Coling said “We are there for
the children and we mustn’t forget that.” Successful leaders are
passionate about teaching and learning and show great commitment to
what they do.

In addition, an outstanding leader is emotionally intelligent, they

understand the importance of relationships, empower people around
them and show great empathy just like what Pia Wurtsbach said “…with
a heart”. To continue, he shows great judgement, making the right calls
and is wise. Resiliency is also one of the character an outstanding
leader must possess. They are optimistic, spreading positivity around
them, remains calm and collected in crisis at all times. He is also
persuasive, not the irritating kind of persuasion but those that are good
communicator kind of person. They are great persuaders and listeners
and motivates people too. Lastly, they are curious, excellent great
workers and opportunists, always in touch with what’s happening
2. What an outstanding leader do?

Once in a while we marvel at the skill and talent of those people who
are gifted with leadership that they do their job with much finesse and wish
we’re as talented. I have read in a book that becoming an outstanding leader
does not happen overnight. Through training, experience and a healthy dose
of introspection they learn how to make quick decisions, to work with different
personalities, nurture, motivate and inspire other people.

They learn to truly lead.

An outstanding leader does praise his subordinate. No one gets enough praise
and a truly outstanding leader see expressing thanks, giving praise and
providing recognition as a gift that can never be given enough. It comes out
natural to them to praise the work of those around him. Also, they quickly
weigh, assess, decide and immediately act. They make wise, hard decisions.
Mistakes can almost always be corrected but they are part of life. Adapting and
learning and revising until you get it right in the end matters a lot more. Next,
an outstanding leader takes responsibility. We all make bad decisions. What
matters most is what we do after we make those decisions. They are those
who admit their wrongs and mistakes early and often acknowledging their
capability to make wrong choices, they’re not perfect.

In addition, an outstanding leader does communicate effectively. He asks and

answers the why part of the problem. They explain and listen. Also, they set
the example and I believe this is truly vital. They do what they do because first
and foremost they are important to them. They also give feedbacks
constructively for improvement purposes. They also admit their being human
and asks for help. they don’t pretend to know everything because none can.
Lastly, they do the challenging. They challenge their subordinates to challenge
themselves to do more and be more
3. Definition of School Leadership

School Leadership aims to get the best out of teachers and students. It
can fall under either transformational or instructional/pedagogical leadership
(Day and Summons, 2014; UNESCO, 2018).

Leithwood et al (1999) contend that there is no agreed definition of the

concept of leadership. Yukl (2002, pp.4–5) adds that “the definition of leadership
is arbitrary and very subjective. Some definitions are more useful than others,
but there is no ‘correct’ definition.” Cuban (1988, p.190) says that “there are
more than 350 definitions of leadership but no clear and unequivocal
understanding as to what distinguishes leaders from non-leaders”. However,
given the widely accepted significance of leadership for school effectiveness
(Daresh 1998, NCSL 2001a, Sammons et al 1995, Sheppard 1996) and for
school improvement (Stoll and Fink 1996, Hallinger and Heck 1999), it is
important to establish at least a working definition of this complex concept. As
Beare, Caldwell and Millikan (1989) emphasise: Outstanding leadership has
invariably emerged as a key characteristic of outstanding schools. There can no
longer be doubt that those seeking quality in education must ensure its
presence and that the development of potential leaders must be given high
priority. (Beare, Caldwell and Millikan 1989, p.99)

Educational Leadership is usually the responsibility of school

administrators and principals, who strive to create positive change in
educational policy and processes. This involves working with and guiding
teachers toward improving educational processes in elementary and secondary
institutions. Those in educational leadership roles tend to go above and beyond
management and administrative tasks, however. They are trained to advance
and improve educational system and create enact policies. Educational leaders
are usually employed as school principals but can take on additional roles, such
as department chair and academic dean.