My Leadership Style: My Philosophy Of Leadership

Leadership Style

My leadership style is primarily participative. Consultation contributes to more effective decisions leveraging the collective wisdom of the group, and, by soliciting their input, a greater degree of personal interest and satisfaction from participants (Yukl, 2013, p. 107). No one has all the answers, but together, in an open and trusting environment, all of us can collaborate toward a solution (Bennis, 2009, p. 133). Consultation and delegation within a shared philosophical framework serves to build support, personal investment, and leadership capacity amongst participants (Yukl, 2013, p. 384).

Articulation of an organization’s governing ideas in the form of vision, mission, and belief statements, offer a framework for decision

Part of that is wanting the outcome to be excellent, the other part is concern about imposing on the individual’s time. I deal with this by being clear about the goals and expectations of the task; setting criteria but leaving enough freedom for the individual to be creative and find some satisfaction in the task.

Philosophy of Leadership

Purposeful Leadership

Purposeful leaders are inspired by a clear and shared vision, motivated by a desire to improve conditions, and driven by commitment and integrity. Purposeful leadership is lived, not just performed as a job function.

Achieving organizational goals is the motivation rather than personal advancement and intrinsic rewards are more motivating to a purposeful leader than external rewards (Yukl, 2013, p. 311). Congruity among behavior, values, and vision contributes to a sense of self-identification with the organizational goals (Bennis, 2009, p. 152). Others in the organization attribute greater charisma to such a leader and will be more open to the leader’s influence.

Sustaining Purposeful

More critical than content knowledge are the pedagogical skills that develop skilled learners.

Educators must be able to work with a learner to identify interests and then set out learning goals. Content must be relevant to the learner, integrated across subject domains and reflect real-world issues, must facilitate acquisition of skills and knowledge, must build metacognitive and technological capacity, nurture independence, and promote collaboration (Saavedra & Opfer, 2012).

Today’s essential skills for both teachers and learners are metacognitive and process oriented and including critical thinking and problem solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurialism, effective communication, accessing and analyzing information, curiosity and imagination Wagner (2008). Today’s educators must be masters of learning, not necessarily masters of content, and today’s learners must have the skills to adapt to any new situation.

Promoting Organizational