The definition of leadership according to Eisenhower is
veraciously on point especially basing in the context of scholarly settings. As
an educational counselor in public service, we perform work with diligence for
the purposes of engaging people to read, problem-solving,
create, think critically, collaborate and eventually realize full potential
which is not an easy feat. According to ‘Tra
...[Show More]
The definition of leadership according to Eisenhower is
veraciously on point especially basing in the context of scholarly settings. As
an educational counselor in public service, we perform work with diligence for
the purposes of engaging people to read, problem-solving,
create, think critically, collaborate and eventually realize full potential
which is not an easy feat. According to ‘Transformational
Leadership’ concept by James McGregor,
Transformational leaders are responsible for searching for potential motives in
followers, seek to satisfy greater needs, and engage the full person of the follower (Burns, J., 2003). I enthusiastically
attest to the latter regarding educational
leadership which involves empowerment, motivation and genuine concern for the
growth of the individual, whether a student or staff member.
In creating a transformational environment in scholarly
settings, effective leadership ought to be
established along with maintenance of various components. Firstly,
leadership is evidenced in an institution
which shares a moral vision and purpose. The started vision and purpose should
be the mission’s drive. Consequently, it is not sufficient for a leader to
possess a moral purpose; he or she should be in a position to express, clarify
and ask others to commit unto it. Secondly, effective school counselors and
administrators endlessly work to improve and maintain positive relationships
with students through the establishment of mutual respect, trust and a
conducive learning environment. The essence of such relationships tends to extend beyond the classroom. Thus, creating productive working relationships with colleagues is vital to the success of district committees, instruction
teams, buildings and the school-parent-community
organization. According to Michael Fullan’s words,
“If the moral purpose is job one,
relationships is job two since you cannot get anywhere without them” (Fullan, M., 1993). Lastly, effective scholarly leaders often lead by example. They usually
exhibit the very characteristics they wish to be portrayed by their students
through communication and modeling
commitment, flexibility modeling
enthusiasm and innovation.
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