Why I Become A Leader Of A School

807 WordsAug 1, 20164 Pages
After reviewing my results from the Principal’s Influence Questionnaire, I was not surprised at the power motive that received the highest amount of points. The affiliative motive score was the lowest out of all three, scoring a 65, whereas the personalized power motive came in 2nd place with 105 points. The socialized power motive scored the highest out of all three with 135 points. One thing that I noticed that was different between this survey and the Myers Briggs survey was that Myers Briggs had my personality as feeling, which meant I had a tendency of wanting to be liked and make others comfortable. This survey I scored the lowest amount of points for affiliative, which is a motive that values being desired. I believe that my personality does make me want others to be comfortable, but while answering these questions with a leadership mindset, I know that I have to put feelings on the back burner at times. When I become a leader of a school, I want to have a positive relationship that is built on trust with my employees, but they need to know that my ultimate goal is the success of the school. I am pleased that affiliative received the lowest score because this motive can cause employees to take advantage of the leader. I have seen it first hand; when a leader is too lenient, it can result in the lack of work from their employees. When looking at my second highest score, personalized power motive, it describes that person as the center of attention who wants to be

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