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Sample Essay Paper on Leadership Principles in the Role of an Educational Leader
Reflection Essay: Leadership Principles in the Role of an Educational Leader
Ethical leaders offer direction and guidance in educational and learning contexts. Effective leadership among individuals with this responsibility requires their competent understanding of the need for integrity, transparency, and adherence to appropriate ethical principles in their choices and activities. The leader also requires support from the organization's members to ensure effective and consistent adherence to the principles in decisions, work, and intended objectives. The effectiveness of leadership to influence adherence to ethical principles is highly dependent on organizational culture and the leader’s influence. Rebore (2014) notes that staff and individual development approaches and interventions, such as coaching and training, could cultivate ethical values in the performances and behaviors of individuals, including ethical leaders. Personality factors, spirituality, and religious beliefs are also key influences on the steadfastness of leaders’ adherence to ethics and insistence on their application in decision-making processes.
An important foundation of the effective incorporation of ethical values in individuals is the understanding and appreciation of the significance of these values in work and personal life. This understanding serves as the drive/motivation for the consistent application of the principles in work and personal choices and actions. Several leadership principles are important in my role as an educational leader. This paper identifies and discusses ethical attitudes, ethical relationships, and ethical decisions as the three critical principles relevant to my role as an educational leader. The paper discusses these principles, offering examples from relevant readings and works to show their significance and value.
Leadership principle 1: An Ethical Attitude
Attitude plays a fundamental role in the choices and behaviors of individuals. It concerns the settled and considered way of thinking and feeling concerning something. It describes a set of emotions and beliefs about an object, person, and event that consequently has a powerful influence on the individual’s behavior towards that object, person, or event. Rebore (2014) observes that an attitude is essentially a mental perspective that an individual exhibits towards a circumstance or object. The thoughts and feelings of individuals about particular things are critical determinants of the behaviors that they show towards these things. In order to act ethically, an individual has to have an ethical attitude as a foundation and drive behind such action.
Demonstrations of the value of an ethical attitude as a basis for ethical leadership are evident when one considers the importance of attitudes in concepts, such as servant leadership, optimism, and honor in personal choices and behaviors. A sense of duty and responsibility towards others is an important source of drive in ethical behavior. Rebore (2014) notes that the perception and understanding of duty is a strong inner motivation for ethical choices and behaviors. Confidence is essential because it underlies the capacity of the individual to commit to a principle or behavior and perform tasks, and lead others in adherence to the principle/behavior (Kouzes & Posner, 2017). Confidence is also essential because it empowers the individual to negotiate through challenges and problems through strict adherence to a principle or behavior.
The role of ethical attitudes in ethical leadership is especially evident in the philosophy of servant leadership. Proverbs 29: 2 implores individuals to guard their hearts because all that they do flows from it. This verse demonstrates the importance of attitude in leadership and ethical behavior. The attitude of a servant is that of humility. Leadership involves the application of personal influence on others for the achievement of group objectives. It involves the art of motivating action among the members of a group/team to achieve a shared goal. The fact that leaders cannot achieve group objectives alone implies the significance of interpersonal relationships and interactions between the leader and others in a group setting in the achievement of objectives. Servant leadership is highly relevant in the processes of leadership and the moral demands of behavior in leadership. The basis of servant leadership relates to interpersonal trust, humility, service, and conscious choice. A servant leader has clearly defined relationships that he/she has to engage in and perform based on the posture of a servant. A servant leader reduces him/herself to the level of followers and focuses on treating them as equal partners in the processes of performing tasks and achieving objectives. It involves the leader’s placement of followers’ needs first in decision-making processes. It prioritizes the interests and wellbeing of others (team/group members, etc.), focusing on creating trust in interpersonal relationships with colleagues and inspiring it in others through demonstrations of personal trustworthiness.
The attitude of servant-hood is relevant in leadership within an educational setting because of its role in disseminating power, incentives, honesty, and open disclosure to stimulate the human spirit and motivation in others. This effect is important in promoting ethical behavior in the management and solution of educational issues. The attitude of servant-hood arouses high levels of trust, inspiration, and confidence, and hence productivity based on a willingness to commit personal skills and competencies to task performance and organizational success. In effect, servant leaders emphasize the quality and effectiveness of interpersonal relationships and trust as foundations of success in the performance of their responsibilities.
The attitude of servant-hood is also essential in promoting more effective influence of the leader on subordinates. Leadership involves heavy dependence on interpersonal influence rather than on the power of authority or office. Rather than purely the management of people to achieve results through explanations of projects and their goals/objectives and focus on rewarding competent performances, servant leadership enables a higher and more sophisticated skill in influencing group or organization members. The trust and confidence of followers, based on their knowledge and assurance that the leader has a genuine desire for their success, is a critical tool in leadership. When followers are confident of the leader's care about their success, they are likely to apply their best efforts in tasks. These effects are possible with servant leadership.
Verses in Proverbs also support the value of an ethical attitude as an important foundation for ethical leadership and behavior. Proverbs 3: 5-6 implores individuals to trust in God with all their hearts, rather than relying on their efforts and knowledge. The verse promises that God shall strengthen and guide the paths of individuals who trust in Him. This verse is significant in the context of an ethical attitude because it encourages confidence and a sense of authority in individuals, such that they can embark on their paths and choices of behavior with determination. Blackaby and Blackaby (2011) observe the value of spirituality as a motivating influence in the choices and behaviors of individuals. These assessments show the critical role of an ethical attitude in promoting and supporting ethical behavior and leadership. In my role, an ethical attitude is important to drive my commitment to ethical choices and behaviors.
Leadership Principle 2: Ethical Relationships
The leadership role involves interactions with followers and other stakeholders in organizational and public settings. Leaders engage in unique exchanges with their followers. The quality of this exchange relationship influences the decisions, responsibilities, and resources among subordinates. These relationships are dependent on the levels of respect and trust between the leader and followers, especially because these relationships are typically emotional and extend beyond the professional scope (Humphrey, 2013). Theorists have identified three stages of the leader-follower exchange (Daft, 2007; Winkler, 2010):
§ Role-taking - the first stage when managers/leaders focus on assessing new members’ abilities and skills)
§ Role-making - when managers/leaders sort new members subconsciously into either the in-group (loyal, trustworthy, and skilled members with a work-ethic similar to the leader/manager) or the out-group (“untrustworthy”, incompetent, and unmotivated members whom the manager/leader perceives as having a different work ethic compared to him/herself)
§ “Routinization” - phase in which routines among managers and team members establish, with in-group members working hard to preserve the manager/leader’s respect, empathy, respect, and good opinion about them and out-group members showing distrust and dislike of the manager/leader. These feelings often become self-fulfilling (in-group members enjoy greater opportunities, and out-group members experience little support and development.
The implication is that the ethical relationship between leaders and followers is a critical basis for ethical behavior.
The Model Code of Ethics for Educators (MCEE) (2015) identifies quality professional relationships with children/students and stakeholders as important avenues for the application and promotion of ethics. The quality of communications, social relationships, and interactions between the educator and these stakeholders is an important determinant of the effectiveness of promoting ethical behavior in his/her tasks and responsibilities.
The role of relationships in promoting and supporting ethical behavior relates to the importance of collaborations, communications, and unity in work and responsibilities of educators. Rebore (2014) observes the importance of human communications as a basis of effective interactions, trust, and productive performances of tasks. Communications involve the generation, sharing, and understanding of messages between communicators and recipients. The essence of communications is the conveyance of a message, which refers to a common understanding between the sender and the recipient. Optimal communications between people imply the ability of both the receiver and the sender to transmit, receive, and process information. As a process, communication extends beyond verbal information or messages to include a complex package of body language, para-linguistics, proxemics, and aspects that could miss in the immediacy of a situation (Grubb & Hemby, 2018). Effective relationships and communications are essential to prevent the significance of some common barriers in interpersonal interactions, and hence in the performance of work. These could include (Grubb & Hemby, 2018):
§ Attachment of different meanings to the same words: The meanings that receivers attach to words are not always those that senders intend. Messages are always open to misunderstanding because of the culture of semantic bypassing, such as through ways of the arrangement of paragraphs and sentences.
§ Listening gaps: Gaps in individuals’ capacities to process words represent a critical barrier in communications. Efforts to form a response/answer or rebuttal, daydreaming, noise, and time factors or constraints impede effective listening, and hence complete receipt of information and an effective capacity to interpret information.
§ Language and culture: a deeper understanding and appreciation of local culture is often necessary for effective communications
§ Psychological/defensiveness: Attitudes of defensiveness and anxiety in the face of change or uncertain circumstances undermine the efficiency of communications
§ The physical environment: Environmental factors compete with the efforts of individuals to convey, listen, interpret, and understand information.
§ Experience: individual experiences and perspectives serve as barriers against effective communications because individuals have varying ways of interpreting communicated information
Quality interpersonal relationships are vital as a basis for the effective passage and understanding of communications. Proverbs 15: 1 supports the responsibility of individuals to engage others and seek positive, trust-based relationships with others. The verse implores individuals to be soft and calm in their conversations and interactions with others, noting that harsh words encourage anger and damage interpersonal trust.
As a principle, ethical decision involves the obligation to evaluate circumstances and problems, and all their underlying issues, to enable competent decisions that consider and balance the interests and needs of different stakeholders. Decision-making involves identifying opportunities and problems prevailing in specific circumstances and choosing the option with the best promise or potential to resolve the identified problem or meet the requirements of the opportunity successfully. Decision-making applies typically under multiple criteria that are often conflicting, such that the leader has to consider different alternatives or combinations and select the one with the best promise or value in a particular situation (Singh, 2015).
From a psychological perspective, making a decision involves applying cognitive skills to produce a final choice following an evaluation of the appropriateness and demerits of each option based on the preferences, values, and beliefs of the decision-maker. In essence, decision-making is a problem-solving activity whose end product is a solution that the individual deems as optimal or satisfactory in prevailing circumstances (Kahneman & Tversky, 2000). One of the fundamental parts of decision-making concerns the need to analyze a set of options in terms of specific criteria. For the decision-maker, the task is typically to rank these available options according to their promise or attractiveness (in terms of the value that each option promises in the specific situation) (Singh, 2015). The decision-maker has to find the best alternative by determining the relative priority of each of the available options. In logical decision-making, individuals utilize scientific knowledge or advanced experience in a specific area to make informed decisions. Some of the important steps in the process of decision-making include (Rabin, 2003):
§ Identifying the decision: Recognizing the problem or opportunity and deciding to address or exploit it
§ Gathering relevant information: Collecting the facts and data that are vital to assist in making the decision based on value judgments
§ Identifying alternatives: Identifying the different potential solutions at disposal
§ Weighing the evidence: Considering the advantages and disadvantages of each option
§ Choice: Selecting the best option based on an understanding of the risks involved with the choice
§ Action and review: Implementing a plan for action and evaluating the effectiveness of the taken decision in affecting the opportunity/problem
This assessment implies that as a process, decision-making could be rational or irrational, with a basis on knowledge and beliefs that are either tacit (inferred and unspoken or implicit) or explicit (open and clear).
Vision, accountability, and strategy are critical elements of ethical decision-making. Ethical decisions require the accountability of individuals based on their sense of obligation towards God, clients, and society members. They also require competent evaluations of problems and available options. In my prayer reflection assignment, I observed that leaders have a responsibility to serve their followers based on recognition of their humble roles as servant leaders. An important part of this responsibility and the humility of a leader is the readiness to accept personal errors and corrections from others (Blackaby & Blackaby, 2011). Leaders are responsible for the strategic development and guidance of organizations and groups on paths that promise the best outcomes. This strategic guidance requires leaders' creations and implementations of visions and empowerment of teams and staff to carry them out to success. As a skill, leadership involves influencing others socially and mobilizing or enlisting their support and aid to accomplish a common or strategic task. Rather than just "managing" people, leaders employ charisma to motivate and inspire others to perform highly and apply their skills to accomplish the common cause (Raisiene, 2014). Effective leadership combines intrapersonal skills (such as emotions and thoughts) with interpersonal ones (influence, communication, motivation, inspiration, etc.) to achieve these objectives. Effective leadership infuses personal meaning into the leadership style and constructs a meaning that is tangible and influential for followers.
Ethical leaders, including those in educational environments and systems, have a critical obligation to incorporate ethical principles in the design, implementation, and evaluations of actions and programs. This responsibility requires the leaders' competent understanding of the need for integrity, transparency, and adherence to appropriate ethical principles in their choices, tasks, and programs. In this context, the review and discussion above are essential in pointing out some of the essential principles and models that are essential for the ethical leader in an educational setting to adhere to and practice. The discussion has identified ethical attitudes, ethical relationships, and ethical decisions as the three important principles that the educational leader should incorporate in practice. The discussion illustrates that personality factors, spirituality, and religious beliefs are key influences on the steadfastness of the leader’s adherence to these principles and insistence on their application in decision-making processes.
Blackaby, H. & Blackaby, R. (2011). Spiritual Leadership (Rev. ed.). Nashville, TN: Broadman & Holman Publishing.
Daft, R. (2007). The Leadership Experience. Boston, MA: Cengage Learning
Grubb, R., & Hemby, K. (2018). Effective communication in criminal justice. London, UK: Sage Publications.
Kahneman, D., & Tversky, A. (2000). Choices, Values, and Frames. London, U.K.: Cambridge University Press
Master Code of Ethics for Educators (MCEE) (2015). National Association of State Directors of Teachers Education and Certification. Retrieved from: https://www.nasdtec.net/page/MCEE_Doc
Rabin, J. (2003). Encyclopedia of Public Administration and Public Policy: A-J. Boca Raton, FL: CRC Press
Raisiene, A. (2014). Leadership and Managerial Competences in a Contemporary Organization from the Standpoint of Business Executives. Economics and Sociology 7(3): 179-193. Retrieved from: http://www.economics-sociology.eu/files/18_69_Raisiene.pdf
Rebore, R. (2014). The ethics of educational leadership. Upper Saddle River, NJ: Pearson.
Singh, K. (2015). Organizational Behavior: Text and Cases. New Delhi, India: Vikas Publishing House.
Winkler, I. (2010). Contemporary Leadership Theories: Enhancing the Understanding of the Complexity, Subjectivity, and Dynamic of Leadership. New York, US: Springer Science and Business Medi
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