Schools whether public or private, are vital in the society. The students and teachers get to learn many lessons that impact their personal, academic and professional success. Often, however, the school does not provide an adequate and conducive environment for positive learning and working for the students and teachers (Leithwood, Sun & Pollock, 2017). The environment and the climate setting of a school are important as it influences on the morale and success of the teachers and students. The leadership of a school is important in improving the outcomes of an institution as it affects the morale and capacity of teachers and ultimately influences on the environment of a school.
If the leadership style practiced is authoritative where hierarchical authority is followed, there is likely to be adverse effects. Therefore, a more transformational leadership style that encourages a collaborative nature could be adopted to strengthen the school leadership and promote a positive environment for the school (Yang, 2014). Transformational leadership is involving and encourages motivation to help better those who follow. Teachers, students and relevant stakeholders to the school can adapt to this leadership style (Braun et al., 2016). Ultimately improving the outcomes and exerting control over the challenges experienced by the school. Transformational leadership brings about a positive effect on the school climate, morale and success of students and teachers (Roueche et al., 2014).
The change is positive. With authoritative and un-collaborative leadership, the morale and success of students and teachers are affected. Additionally, the climate setting of the school will be changed. A transformational leadership will promote a better environment and create a setting for better learning and work. A positive atmosphere will help teachers work feel more meaningful and develop instructional capacities (Braun et al., 2016).
Introducing the leadership change to the public school is not the proposed decision. The change will come about depending on the atmosphere of the school. In the case of an adverse climate setting of a school and environment which is not conducive to learning and working, then planning for a transformational change is important.
Resistance is not always wrong, bad or harmful. Sometimes accepting placidly may never bore well; rather opposition can bring positive outcomes. Although it may be perceived negatively, resistance is a normal response to change. Introducing a change will face a different reception. While I am not rigid to accepting change, sometimes it may pose difficulties adapting to change. Admitting modifications and transformations that affect my status may trigger resistance from within the self. However, if the change is introduced effectively in such a way that the effects will cause less or no harm to my status or work, then I will adapt and handle the change with high acceptance and less resistance.
Introducing a change is likely to create uncertainty. The risk is critical to the adoption of change and transformation as it may bring about positive outcomes. Adapting to change is an urgent action to undertake rather that rejecting the change entirely. By changing the style of leadership to transformational, I would accept and adjust to the change with more ease as I have evaluated the cons and pros of such a change. I would be open to facing the important outcomes of the modification (Park, Lim & Ju, 2016).
Introducing a change in a public school that intends to bring improvement will involve engaging educators, policymakers and researchers to raise student success and promote great public schools. While introducing the change in leadership style, many stakeholders need to be involved. The support from the teachers, students, staff, parents and the community as a whole is important as all these are stakeholders who are directly impacted by the environment and climate setting of the school. With input from all the relevant stakeholders, the school will become more confident and create a fair environment for learning and work for all involved parties (Bell & Smith, 2017).
When introducing the leadership change, there is likely to be resistance from different people at adopting and integrating the changing work environment. With the lack of collaboration and less positivity amongst the teachers and students in the school, gaining support and trust to implement the changes would prove difficult. There are often conflicts of interest and needs among many stakeholders, including parents, teachers, students, state, unions and district officials (Wang, Wilhite, & Martino, 2016).
The table below shows the differences between present state and future state.
Table 1: Differences between current state and future state
The leadership style is more authoritative
Encourage adoption of a transformational leadership style
The teachers and students are not collaborative
Collaborative relationship with teachers are involved in decision making
Low morale is faced by educators and students in the school
Increased confidence by creating a conducive environment for learning and working
Less active climate setting
Optimism, hope, and energy is high
Poor quality of teaching
The quality of education is improved as teachers can make decisions.
Performance is improved
Changing leadership from an instructional or authoritative leadership to a more transformational leadership brings a lot of benefits to an organization and same applies to schools. Transformational leadership will help teachers develop and maintain a culture of collaboration and unity. It will also promote a personal and professional development of teachers. This type of leadership will assist the school community to solve problems with more integration and efficiently. Additionally, transformational leadership provides support and teacher recognition, encourages students and educators, inspires students to reach academic success and inspires them to look beyond self-interests.
To apply the change, a few things need to be put into consideration. The first step to implementing the change is developing a personal change. Starting a change with oneself is important and efficient as it will help understand the concepts before introducing them to the other teachers and students. A second important step would be working with the students who face discipline problems. Transformational leadership is involving and inspires a positive change as it focuses on helping individuals become better and successful. Therefore, working with the students who are facing discipline problems would create a favorable environment to trying out the new change. A third step would be building a rapport amongst the teachers and develop a shared vision that aims to bring a collaborative environment (Hooper & Bernhardt, 2016).
To monitor the progress, effective strategies for evaluating teacher quality and student performance is essential. There should be programs to engage in teacher monitoring and also promote teamwork among faculty and students. There also need to be practical tools for measuring the personal and professional development of faculty and academic success of students. Progress can also be monitored through setting goals and assessment processes and optimizes capacity to develop school goals and improve practice.
To experience the success of the change of leadership style, I will encourage motivation by reinforcing rather than punish, empower the teachers and students instead of overpowering them with authority and also emphasize collaboration and cooperation towards a shared goal rather than rule reinforcement.
It is evident that the conditions under which teachers work and students learn impacts significantly on their morale and satisfaction. In environments where teachers feel supported, efforts recognized and have power to making decisions; success is adherent. Transformational leadership enhances positive change in a more energetic and passionate way (Ibrahim et al., 2014).
As a teacher, I believe that by encouraging transformational leadership, will improve performance and satisfaction. Transformational leadership change is all genuine and supportive, and it will be successful because it will promote a healthy and positive vision for the future of the public school. The success of my school can set a precedence to be followed by other schools whether public or private schools (Elufiede & Flynn, 2017).
Bell, L., & Smith, P. (2017). Creatures That by a Rule in Nature Teach the Act of Order (Henry V Act 1 Scene 2): A Case Study of Sustainable Transformational Leadership in a Challenging School. In Building for a Sustainable Future in Our Schools (pp. 171-191). Springer International Publishing.
Braun, S., Peus, C., Weisweiler, S., & Frey, D. (2013). Transformational leadership, job satisfaction, and team performance: A multilevel mediation model of trust. The Leadership Quarterly, 24(1), 270-283.
Elufiede, O. J., & Flynn, B. B. (2017). Mentor the Leader: A Transformational Approach. Comprehensive Problem-Solving and Skill Development for Next-Generation Leaders, 188.
Hooper, M. A., & Bernhardt, V. L. (2016). Creating Capacity for Learning and Equity in Schools: Instructional, Adaptive, and Transformational Leadership. Routledge.
Ibrahim, M. S., Ghavifekr, S., Ling, S., Siraj, S., &Azeez, M. I. K. (2014). Can transformational leadership influence on teachers' commitment towards the organization, teaching profession, and students learn? A quantitative analysis. Asia Pacific Education Review, 15(2), 177-190.
Leithwood, K., Sun, J., & Pollock, K. (Eds.). (2017). How School Leaders Contribute to Student Success: The Four Paths Framework.
Park, C. K., Lim, D. H., & Ju, B. (2016). Transformational Leadership and Teacher Engagement in an International Context. In Handbook of Research on Global Issues in Next-Generation Teacher Education (pp. 22-42). IGI Global.
Roueche, P. E., Baker III, G. A., & Rose, R. R. (2014). Shared vision: Transformational leadership in American community colleges. Rowman& Littlefield.
Wang, N., Wilhite, S., & Martino, D. (2016). Understanding the relationship between school leaders’ social and emotional competence and their transformational leadership: The importance of self–other agreement. Educational Management Administration & Leadership, 44(3), 467-490.
Yang, Y. (2014). Principals’ transformational leadership in school improvement. International Journal of Educational Management, 28(3), 279-288.
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