Personal Definition of Leadership
Leadership is a critical management process that helps direct an organization’s resources to improve performance and achieve goals. Influential leaders provide clarity of purpose, motivate, and lead the organization toward realizing its mission. If I were to define leadership, I would describe it as a process of supporting both individual and group efforts to achieve common goals. Understanding the role of leaders can help subordinates make a more meaningful contribution to their company’s goals, regardless of their position. However, my understanding may be considered overgeneralized, as it does not encompass or exemplify the qualities and actions of a proper leader.
Leadership Interview with a Teacher
Interviewee’s Background
In this context, I decided to interview the person I know is the most qualified for the leadership position: M. S., my high school physics teacher. Currently, he has over five years of professional practice and a far more extensive communication practice supported by an open mind.
Values
Starting with the general ideas of teaching and leadership, S. expressed his core values and leadership competencies in detail. Namely, fundamental educational concepts such as respect, professionalism, honesty, and integrity are closely connected to the leadership skills required of teacher leaders.
Respect
For instance, respect calls for valuing different points of view and standards. This aligns with the use of effective teaching strategies, high standards, and support for professional growth, all of which are essential for a leader. Apart from that, respectful teacher leaders advocate inclusive teaching practices that cater to the needs of all students, provide colleagues with resources and assistance, and promote collaboration.
Professionalism
Meanwhile, professionalism emphasizes upholding moral principles, continuous professional development, and maintaining high expectations. Respectful teacher leaders set high standards, engage in ongoing professional development, and inspire their team members to strive for excellence.
Honesty and Integrity
Another fundamental leadership skill is transparency and taking responsibility for one’s actions. This aligns with the principles of transformational leadership, which aim to inspire and motivate others to reach their full potential.
Transformational Leadership
A mention of transformational leadership is not coincidental, as S. acknowledged that he drew considerable inspiration from this leadership approach. In short, S.’s style in his practice can be categorized as transformational, given the significant influence he had on his class. Transformational leaders generally focus their attention on subordinates, instigate personal change, and ultimately “transform” them, which consequently affects the team’s performance.
According to S., the leader’s influence on other team members is idealized; his example motivates, challenges, and encourages personal and professional improvement. In particular, the communicativeness and genuine empathy of transformational leaders enable them to identify their subordinates’ potential and talent, expand creativity, and foster personal growth. It often leads to strong bonding between the leader and other team members. Moreover, S. warned me that, without such a bond, this leadership style would fail to have any impact.
Thus, to be attractive and serve as an example, transformational leaders must possess specific leadership traits, such as charisma, courage, high initiative, credibility, and sound reasoning. The latter two prove invaluable when considering the team as a whole. For a team to be genuinely efficient, every member must understand their role and the ultimate goal they intend to achieve.
In this context, the leader’s purpose is to transparently and clearly explain these factors. As S. notes, a transformational leader’s success is therefore defined by subordinates’ ability to operate incomparably better than previously possible. The mentioned transformation occurs due to leaders’ insightful motivation of their followers, which fosters their self-confidence and elevates their self-expectations.
From S.’s perspective, understanding and embracing the responsibility for the well-being of subordinates is crucial. Teachers in the classroom have responsibilities similar to those of any team leader: they are entrusted with the future of the students in their care. In this context, a vital trait of S.’s “transformational” teaching is his willingness to assume that role, fully aware of the implications.
Path to Success
Job Passion
To succeed in his position, S. had to learn how to make physics enjoyable for everyone. His advice, and perhaps the most remarkable quality a transformational leader can possess, is a genuine passion for his subject. S.’s interest and love for physics were apparent in every word and action; they were more contagious than a winter flu. His genuine interest led to great confidence and passion, which he radiated in class, boosting his charisma and drawing students’ attention. In particular, this serves as a perfect example of applying professional experience to lead people.
S. mentioned that demonstrating confident knowledge and professional experience accounts for up to 70% of a leadership role. It is essential to note that teaching, as such, implies sharing experiences; teachers cannot help but project them onto their students. Being aware of this tendency, S. deliberately uses it to set an example rather than trying to suppress it. The strategy he employs in physics class is to transform his students into physicists seeking knowledge, which ultimately has a profound impact on the class’s performance.
Attitude
Another vital notion regarding his practice is his attitude toward students. Not only does he refer to them as “colleagues,” but he also seeks to understand their personalities and find an individual approach. As we reminisced about the time I was in class, he shared his assumption that I had previously disliked his subject because of the many formulas I had to learn. Consequently, he took the time to explain the interconnection between specific topics, helping me understand that only physical quantities change, while formulas remain the same. This way, the number of formulas was practically reduced by three, which was a great relief for me at the time.
Thankfully, we had sufficient time during the school years to enable such an individualized approach to manifest. According to S., it does not require as much effort as it might seem at first glance. Watching subordinates surpass their limits is an adequate compensation and motivator to continue his practice.
He was a newcomer to our school, and it is safe to say that his taking over our class has changed my perception of the subject I deemed completely futile. In this context, the way he lectured us on new topics, engaged us in discussions, and organized laboratory tasks was unparalleled compared to his predecessor. Apart from the scholarly knowledge I acquired under his guidance, I also learned a great deal about what it means to lead and what it takes to lead effectively. Namely, it is a devotion to the cause, supported by substantial expertise and personal communication tailored to each subordinate.