Individual Reflective Commentary No.

6
Theories of Leadership

PAULO MORALES
EDUC 611 – Leadership and Professional Development
Doctor of Education in Educational Leadership and Management

JIHAN D. LABRADOR, PhD

Professor
Individual Reflective Commentary No. 6

Theories of Leadership

It is refreshing to listen to the discussion as the reporter delivered the different theories of leadership. The things
discussed in the session provided timely information for aspiring school leaders. The funny thing about theories is that you
can effectively discuss and pinpoint the key points of any theory, but will find it difficult to apply in real-life situations.
Sometimes we see school heads who demand so much of their teachers to perform judiciously and honestly, but could not
model the things they wanted to see in their teachers. You can see a school principal demanding his or her teachers to be
punctual, but could not come to school on time. Or you can see a school head righteously campaigning for transparency and
honesty, but could not afford to inform the teachers how the school’s funds were utilized.

But for the discussion’s sake, the mentioned leadership theories are still relevant in school leadership today. Take
for example, the Contingency Theory dictates that no leadership style is best in all situations and that success depends upon
a number of variables. I agree with this assumption knowing that each teaching-learning situation is entirely unique on its
own. And I personally like this theory because it allows school leaders to be flexible to choose and adapt appropriate
strategies to resolve any school issue. This is also saying that besides a good school leader are a group of equally-dedicated
school personnel who will bear the brunt of the school’s activities and learning objectives.

From my personal experience, some of the problems in schools are delay or failure to complete school tasks, low
morale, and missed performance goals. One of the best solutions is to provide support to our teachers. Encouraging your
teachers to bolster their skills and knowledge through professional development and learning opportunities can pay
dividends for both your school.

Aside from that, providing timely and consistent feedback is also crucial to guide your teachers in school. Knowing
how to provide feedback effectively is a critical skill in schools. As school leaders, we have to ensure that when we deliver
feedback to our teachers, we have to make it a point to observe others as they complete their daily tasks, so your
comments are based on facts, rather than personal impressions or feelings.

Observing classroom teachers in their own environment can be so insightful in schools. I’ve found that some of the
smallest tweaks we’ve been able to make by observing those people in action are some of the most meaningful in ensuring
a smooth teaching learning experience.

The next important theory is the Transformational Theory, which encourages everyone to work as a team to realize
the success of the school’s academic targets. When you have a school principal who always raise the teachers’ morale and
confidence, these teachers will effectively work in a group to achieve a common cause. The truth is that sometimes a school
principal’s words can have a lasting effect on his or her teachers. Under the motivating words of a school head, teachers will
make sure to accomplish their tasks without a heavy heart. On the other hand, under the lashing tongue of a school
principal, teachers will work with bitter pill to swallow. Once a school head has succeeded to convince teachers to work
together for a common goal, the school environment will change for the better.

More importantly, Servant Leadership Theory is timely and needed in schools today. I believe this theory will help
elevate the performance and collaboration of teachers in the school. This theory allows the school head to acknowledge the
point of view of his or her teachers. The good thing about this is that it also gives the teachers the opportunity to be
involved in school decisions. I think this is also the right time to remind school heads to provide enabling support to the
activities of their teachers. We have school principals who demand so much from their teachers but do not provide for the
needs of their teachers to achieve the school’s objectives. Now if you want to be a better school leader, find time to support
and offer help to your teachers. In the long run, your teachers will also come to your assistance even without you asking
their help.

That’s why it is really important for school heads to make a deep commitment by listening intently to their teachers
and understand what they are actually saying. You have school principals who call for meetings and conferences but do not
take the time to listen to their teachers. You also have school principals who pretend to listen but do not really make an
effort to respond to the needs of his or her teachers. For example, the teachers are asking for printers to be utilized for the
printing of learning modules, and the school principal promises to provide the printers. But eventually, the school head
chooses another project to implement instead of fulfilling his or her vow to the teachers. Even more, we also have school
principals who do not value the ideas of their teachers and calls it an insult every time a teacher proposes a new idea for the
benefit of the school.

Leadership in schools is all about influencing teachers to follow your lead, instead of using one’s authority to
persuade teachers to complete school tasks. Further, in this scenario, the school head aims to get the nod of the consensus
how to best resolve an issue or how to best accomplish a task.

I believe that a true school leader will sustain his or her strengths while improving his or her weaknesses.
Furthermore, the school principal will also provide an avenue for his or her teachers to be better educators for our learners.

A leader needs to achieve tough, demanding goals that he set himself in addition to those set by an organization,
and focus on surpassing both objectives. As important as flexibility contributes to this equation of leadership, it is important
to sustain the school spirit. When commitment is reached by leadership, it means that individuals agree with the idea and
will make the greatest effort to execute effectively.

The process of mobilizing commitment must be generated early and with a clear understanding that involvement is
critical to success. This dedication is coupled closely with trust, a vital link to achievement within the organization. Trust is
indirectly proportional to risk. To increase trust, leaders must decrease risk.

Leadership depends on minimizing risk to ensure that the trust factor is solid. As a leader, the ability to maintain
high levels of trust comes through consistent actions, honesty, expertise, confidence and clarity. Probably most significant is
the dedication to values that are exhibited by the leader's own behavior and the method by which one reinforces behaviors
in others.

Undoubtedly, successful leaders are intelligent enough to understand the needs of others, know the necessity of
commitment, be energetic, possess the courage of conviction, and have an innate integrity. What can be expected of others
is nothing less than what can be expected of yourself.

It is important to recognize that people respond to the role, not to the person; just as they respond in a movie
theater to the role an actor is playing rather than to the actor behind the role. Thus, when we act like leaders, other people
often accept us in that role. It’s the role one is playing to which others respond, not to oneself as an individual. This is why
leaders come in so many different shapes, sizes, and ages.

For successful leadership, skill is important, but skill is never enough. Even the most skilled individuals face
formidable roadblocks. Skill helps determine the extent to which a leader takes advantage of or is bound by circumstances,
but circumstances or the environment set the parameters of what is possible regarding leadership.

Leaders make decisions with limited and often confusing information in an atmosphere of deep uncertainty. This
bounded rationality should cause us to be humble about our ability to make good decisions. Any decision involves risk and is
at best an educated guess. And there are recurring patterns of incompetence even the best of us is prone to make. Thus, all
leaders need a large dose of humility. We are not as smart, or as rational as we believe. Good judgment is important, and so
too might be reflection and learning from experience, reliable and diverse information, an open and alert mind, critical
thinking skills, creativity, and a strategic sensibility.

Attitude is everything in a negotiation. It’s important to go in with an open mind and be prepared to improvise. A
leader with humility is also more likely to build trust with others. Humble leaders are also aware of how others perceive
them and make an effort to integrate these perceptions with their own self-perceptions. Humble leaders are also more
likely to build trust with others because they are open to feedback—which itself is a vulnerable and trusting act.