Leadership Philosophy Discussion: Transformational Leadership Style

The leadership style that I most identify with is the Transformational Leadership. As a future principal, I would make sure that my teachers and students are improving for the best. I would promote learning for my staff and students. I would provide the right resources from staff development meetings to make my faculty’s job runs smoothly. I would make the right decisions for my faculty and students. I would work closely with my faculty to make sure the students are able to learn in a good environment. My most priority would be my students and my faculty because you have let them know that you are there for them. I would motivate my faculty to perform better in the classroom. I would be very compassionate to my faculty’s issues and help solve them.

The Transformational Leadership can be transform the personal values of followers to support the goals and vision of the organization by fostering and environment where the relationships can be formed and by establishing a climate of trust in which visions can be shared (Bass, 1985a). The Transformational Leader can motivate and inspire their followers. They build the relationships with their followers through an associated communication which forms a bond between the two members. They also act as a mentor which develop followers in a supportive climate to “higher levels of potential” (Bass, 1988, p.6).

With the integrity and fairness to ensure my school accountability for each one of my student’s academic and success, I would get involve with the community. In the community, I would ask volunteers to adopt the school by helping us purchasing things for the students such as notebooks, pencils, paper, and backpacks who are not fortunate to purchase themselves. School culture could be enhanced by reaching out to the community, encouraging meaningful participation by parents, positively altering the community’s perception of the school district Goddard and Clarke (2007). I would handle myself in an ethical manner by being fair in my decisions about the staff and students. I would also be honest and fair with my decisions.

When expounding upon an individual’s leadership philosophy it is common to feel overwhelmed with the abundancy of theories. Research is constantly changing, and it can be very difficult to pinpoint a specific leadership style. Therefore, an individual’s social emotional well-being must be analyzed internally. There are several factors that influence my personal leadership philosophy. The primary influence is my social development from childhood to adulthood. My social development is a key factor in evaluating the framework and design of leadership. This is important because my experiences have a direct impact on my ability to give and receive constructive criticism from others. Many times, we adapt to leadership styles based upon our prior experiences as cohorts of our immediate supervisors’ leadership styles. It formulates our passionate eagerness to build appropriate leadership characteristics. This is ultimately necessary in order to consider pertinent goal setting measures. I have used my heart and experiences to formulate my goals, as well as to outline the measures that must be taken to achieve them. I cannot move forward without first understanding the social well beings of my cohorts.

My philosophy would be inspirational by having the right vision to lead me the right way. To me without any vision, the leadership has no value. I would set the right foundation for my faculty, so they take the inspiration from me. I would be honest with my staff which is a good element to inspire them. I would be dedicated for my staff as well as my students. I would also have the knowledge to help guide my faculty to solve any structure problems.

The field of education is very broad. In fact, the dynamics are complicated due to the constant legislative changes, as well as standards of achievements. This is where an individuals’ social emotional health is critical. During my experience as an educator I have personally witnessed students as young as four years old who have suffered adverse childhood experiences (ACE). According to Corcoran and McNulty (2018), adverse childhood experiences are “traumatic events (e.g., sexual abuse, physical abuse, emotional abuse) or chronic stressors (e.g., neglect, parental separation) that are uncontrollable to the child”. ACE is very difficult to overcome without the added stressors of educational demand. My compassion for students within this category has motivated me to seek appropriate resources to assist them. This brings me to the key ingredient of my educational leadership philosophy which is compassion. Compassion cannot be obtained from a scholarly journal article or textbook. It can be obtained from our personal experiences or simply from our hearts.