My Leadership Style Of A Teacher Education Student

I found a web page that contained a questionnaire with an evaluation of the answers that determine my style of leadership (Management Training and Leadership Training, 2017). When I tool this test, my score indicated that I am an Autocratic leader who leans toward a Democratic leader. To my surprise, I was very satisfied with the analysis of my score as it sounded very true or close to my personality and leadership style.

Factors that can influence an individual’s choice of leadership in any given situation are many and varied. An individual is likely to have a primary leadership style which they are most comfortable with using. Often the primary leadership style is that which most suits their innate personality traits. For example,

Leaders are some of the most influential individuals in any society. They have the ability to influence those around them with various leadership styles including coercive, authoritative, affiliative, democratic, pacesetting, and coaching. Effective leaders consistently adapt to the environment around them to either enhance or correct any situation facing them. Within these leadership styles the most effective style has been considered that of the authoritative style. This style brings individuals together, builds self-confidence, and easily adapts to the environment around it.

I have heard that for many beginning teachers, classroom management can be one of the most challenging aspects of their new career.  Knowing this, I decided to experiment with many classroom management approaches during my student teaching to find one that fit both my students and myself.  Based on these experiences, I designed a classroom management plan that I will implement in my classroom as a beginning teacher.  It is important to note, however, that my classroom management philosophy will be evolving as necessary as I gain more experience and insight into the field of teaching.  Also, my classroom management plan may need to be altered to fit my specific group of students.

My own leadership style could be considered very similar to my mothers, our personalities are very similar and she was the first person I learned from, so it only makes sense. I consider honesty to be the most important trait. I work to be as transparent as possible with my team. With that comes being open and clear with communication. I have also found that being passion about your job and what you do has a huge impact on how followers see you.

Leaders don’t create followers, they create more leaders. This quote by Tom Peters best summarizes my philosophy of teacher leadership. As a teacher leader, it is up to me to inspire, direct, and encourage others so that stronger teacher, administrative, and student leaders may be born from the process. Teacher leadership involves collaboration between teachers, administrators, and teacher leaders with the goal of positively impacting the student learning environment. With student learning as the ultimate objective, teacher leadership “becomes an indispensable avenue for school improvement” (Coggins & McGovern, 2014, p. 21). So how do I as a teacher leader begin this process? I believe that teacher leadership can be achieved through three means: modeling, mentoring, and collaborating.

I’m predisposed to this leadership theory or style because of its consideration for awareness of the element(s) of reality, that is, life experiences and some other factors, and the adaptability to each environment one finds self. This leadership theory presents itself with the understanding that organizations are different from one to another, and as a result of the differences in structures and the kinds of people that can be found around organizations; the most important leadership capability is the ability to adapt to the environment. There is no one style that fits all, but this style helps to better lead as there are times when one may need to exact authority and at some other time, one would need to show humility. Because we all come from different backgrounds, have difference life experiences and different role models, our values, preferences and priorities become shaped over the course of lifetime. Instead of trying to fit into expectations of people about what a

My philosophy of education is correlated to my vision of education and my role as an instructional leader. Excellent administrators possess personal characteristics of exemplary leadership talent in analysis of data, organizational constructs, leadership decisiveness, oral and written communication, technological confidence, personal motivation and educational integrity within school systems. Educational leadership is a vital position in which I persistently evaluate every decision I make on behalf of students; what is the educational value? Will all students benefit? Is it fiscally responsible? How do we sustain success? In order for students to be competitive locally, nationally and internationally, I am committed to providing effective,

Create a personal, professional mission statement summarizing philosophy, knowledge and skills of instructional supervision from which to guide future leadership actions.

A teacher in the classroom setting is considered a professional in that environment because they have the training and skills necessary by which to create a setting which is conducive to learning. To aide in the establishment of a setting which is conducive to learning the teacher must create guidelines which help to provide structure for expected behavior as well as for the dissemination of information between teacher and student. Organization and careful planning are two elements which help to

My leadership style is problem solver; this leadership style offers me the opportunity to utilize the knowledge and experience of my followers. I believe that I am more of this leadership style because I tend to accept input from group members when making decisions and solving problems. I do this because I feel that everyone in the group have something tangible to contribute to the group, and sometimes they might have access to key information that can help in my decision making. I take the information and put them together to use in reaching a decision, because I know that I will have the final say as the leader of the group. I believe that the group is put together

In saying this, if I had to choose a leadership style that I believe I most closely align with and follow would be transformational leadership. Researcher Bernard M. Bass developed what is referred to as Bass’s Transformational Leadership Theory and stated “Transformational leadership can be defined based on the impact that it has on followers. Transformational leaders are those who stimulate and inspire followers to both achieve extraordinary outcomes and in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization.” (Bass, Riggio, 2008)

In terms of leadership styles a wide variety exists for one to employ (Boykins, 2013). There isn’t firm consensus as to which styles prove to be the most effective. Different situations call for different approaches. In the article, Empirical Study of Leadership Styles, it discusses several leadership styles that I can relate to.

In general, a leader should be someone who has their stuff together, a stable psyche, and an open mind. My leadership style is Change-Oriented (MBTI) meaning that I like to find alternative ways to do things and introduce creative solutions to problems. I always lead by example, which forces me to learn as much as I

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.