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Philosophy of Educational Leadership

Philosophy of Educational Leadership

Monica Rascoe Pugh
Salem College

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Philosophy of Educational Leadership

Abstract
Helping students to develop a love and respect for themselves, others, and their environment
occurs through sharing of ideas and a sensible approach to discipline. When the voice of each
student is heard, and the environment evolves where students feel free to express themselves.
There are many characteristics that make an effective, moral and efficient educational leader.
Leadership is about relationships and communicating for a common vision. An educational
leaders should have an open mind with strong collaboration. The schools culture is always an
important focus in leadership.

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Philosophy of Educational Leadership

I believe that each child is a unique individual who needs a secure, caring and stimulating
atmosphere in which to grow and mature emotionally, intellectually and physically. I want to
help students meet their fullest potential in these areas by providing an environment that is safe
and supportive. I believe the school counselor should act as a guide and promote respect within
the learning environment. Philosophy is not a body of privileged knowledge, nor a creed, nor a
special mode of insight or expertiseIt is not an esoteric undertaking, concerned with the
solution of logical puzzles mainly or with dramatizing the pathos of life, the anguish, or the
despair (Green, 1981).
School counseling provides an opportunity for continual learning and growth. One of my
hopes as a school counselor is to instill a love of learning for students. In our competitive
society it is important for students to not only receive a solid education but to work with
someone who is aware of and sensitive to their individual needs. I believe each and every child
has the potential to bring something unique to society. Every school presents a unique
community of learners that varies not only in abilities but also learning styles. My role is to give
students the tools with which to cultivate their own knowledge. Teaching is a lifelong learning
process of learning new philosophies and new strategies, learning from parents and community,
colleagues and especially from students.
In recent decades, the literature on educational leadership has focused on the study of
leadership concepts, models, and practices. Leadership is about relationships and
communicating for a common vision. Leadership is not about always doing something the same,
but making changes and adjusting things when needed. Effective teachers and counselors must
continually work to develop and maintain positive relationships by establishing mutual respect,

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Philosophy of Educational Leadership
trust and a safe environment for learning. According to Michael Fullan, if a purpose is job one,
relationships are job two, as you cant get anywhere without them (Fullan, 2001). Leadership is
one of the four themes describes in the ASCA National Model. School counselors should take
the initiative to building the foundation of an effective counseling program, empower others,
build relationships among parents, teachers, students and administrators, and to lead by example
(ASCA, 2012).
Instructional leaders are required to wear many hats. It is an act where leaders should be
proficient and able to move from one role to another. Instructional leadership involves setting
clear goals and managing. The instructional leader makes instructional quality the top priority
of the school and attempts to bring that vision to realization (Jenkins, 2009). Four instructional
leadership skills essential for effective instructional leadership are effective use of resources,
communication skills, serving as an instructional resource and being visible and accessible.
Transformational Leadership
Of the types of leaders, I believe I relate more to transformational and moral leaderships.
Transformational leaders are those who stimulate and inspire followers to achieve outcomes and
develop their own leadership skills. Some characteristics of transformational leaders are being
generally energetic, enthusiastic and passionate (Bass & Riggio, 2008). They help followers
grow and develop into leaders by responding to the followers needs by empowering them. The
leader is normally an inspiring person with lots of energy who is willing to get things done, a
person who people like to work with and for (Bass, 1985).
Transformational leadership is characterized by an explicit focus on role of the leaders in
the development of followers (Dansereau, Yammarino, & Markham, 1995). Transformational
leaders engage with followers, focusing on their intrinsic motivation and confidence. The

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Philosophy of Educational Leadership
building of trust and respect motivates followers to work for the accomplishment of shared goals.
Transformational leaders motivate followers to focus on the common good, through commitment
to the mission and vision of the organization. Transformational leaders are skillful at
transforming people from followers into leaders. Transformational leaders motivate and inspire
followers to achieve extraordinary goals.
Moral Leadership
I also relate to moral leadership. Moral Leadership is leadership that involves leading in
a way that respects the rights of others. Leaders who possess morals have a level of integrity that
is important for motivating a sense of trustworthiness. The character and integrity of the leader
provide the basis for personal characteristics that direct a leaders ethical beliefs. A school
leader should be a steward of the school, the educational leader needs to have knowledge of
ones own values. Integrity is a fundamental consistency between ones values, goals and
actions. At the simplest level it means standing for something, having a significant commitment
and exemplifying this commitment in your behavior (Evans, 1996). For counselors, the first
moral lesson that they teach is that they have beliefs that are valuable and on which they are
willing to take action, demonstrating integrity and involving authenticity. If leaders do not act
from a place of integrity then their authenticity will be questioned (Evan, 1996).
An ethically responsible educational leaders will focus on importance of relationships
and the understanding of the interrelatedness of all stakeholders within the school community. It
is this focus that must be the guiding thought for the educational leader as role model. The
educational leader must exemplify a balance in all they do, assisting others in the process,
allowing for mistakes, but always guiding individuals to the appropriate path. As a school

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Philosophy of Educational Leadership
counselor and educational leader moral role modeling must be thoughtful, caring, guiding force
of the learning community.
Transformational Leadership & Change Theory in Educational Leadership
Transformational leadership found an accessible audience in the educational community
during the 1990s as part of a general reaction against the policy driven changes that dominated in
the 1980s. It was also a reaction against the images involved in the instructional model derived
from the effective schools research.
As a way of managing the uncertainty of everyday living, people rely on personal
theories about the best ways to achieve desired effects. Personal theories about what kinds of
action will bring about desired changes and why some actions work best are but one of many
forms of a persons knowledge. A theory of change is a predictive assumption about the
relationship between desired changes and the actions that may produce those changes. Change
theory or change knowledge can be very powerful in informing changes in educational strategies
and getting results.
We are faced with a need to prepare all students for a society that will be unlike any that
has come before us. The school counselor joining forces with the principal can ensure that all
students have access to the information and experiences that will allow them to influence the
society of the future. A leadership team should advocate for all students by providing academic
advising and support to encourage them to obtain the best possible education as the gateway to
greater social and economic opportunities in their future.
School counselors can act as powerful allies in changes with the school by focusing on
helping students access and be successful in more rigorous academic standards. The school
counselor as part of the principals educational team, has a vital role to play in supporting

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Philosophy of Educational Leadership
academic achievement by acting as a proactive leader and advocate for student success. The
current movement by the American School Counseling Association to establish school
counseling standards is furthering the effort to bring counselors to the heart of the educational
reform movement (Dahir, 1997). School counselors exercise leadership through increased
collaboration and interventions with those significant people in the lives of students, teachers,
administrators, family members and people in the community (Cooper & Sheffield, 1994).
Educational and societal changes have both contributed to the need for a shift in the role
of the school counselor to educational leader. They should establish a visional and belief in the
development of high aspirations for every child. Opportunities for leadership through social
action and collaboration through increased community involvement are roles for the counselor.
Conclusion
To conclude, leading means articulating a vision and then creating the structure for that
vision to come to fruition. As a school counselor and educational leader, one must be willing to
serve. The school counselor competencies continue the effort for a unified vision by outlining
the knowledge, attitudes and skills that ensure school counselors are equipped to meet the
demands of the profession. These competencies are necessary to better ensure that future school
counselor workforce will be able to continue to make a positive difference in the lives of
students, (ASCA, 2012).
Educational leaders will testify that the culture and school community are a direct
reflection of the leaders leadership. The relationships the leader creates, the structures they
support and the decisions they make will impact the entire school. Therefore, the leader must
consciously believe in their philosophies and model the importance of caring. This should be the

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Philosophy of Educational Leadership
goal of every educational leader, no matter what the job title, especially those who understand
that they are the role models for ethical and moral action.

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Philosophy of Educational Leadership
References
American School Counselor Association (2012). The ASCA National Model: A Framework for
Counseling Programs. (3rd ed.). Alexandria, VA: Author.
Bass, B. M. (1985). Leadership and Performance Beyond Expectation. New York: Free Press.
Retrieved on November 2, 2014, from
http://changingminds.org/disciplines/leadership/styles/transformational_leadership.htm
Bass, B. M. & Riggio, R. E. (2008). Transformational Leadership. Mahwah, New Jersey:
Lawrence Erlbaum Associates, Inc.
Cooper, D. E., & S. B. Sheffield. The Principal-Counselor Relationship in a Quality High
School. Quality Leadership and the Professional School Counselor. Alexandria,
Virgina: American Counseling Association, 1994.
Dahir, Carol. Supporting a Nation of Learners: The Development of National Standards for
School Counseling Programs, 1997:7.
Dansereau, F., Yammarino, F. J., & Markham, S. E. (1995). Leadership: The Multilevel
Approaches. Leadership Quarterly, 6.
Evans, R. (1996). The Human Side of School Change: Reform, Resistance, and the Real-Life
Problems of Innovation. San Francisco, CA: Jossey-Bass.
Fullen, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.
Greene, M. (1981). Contexts, Connections, and Consequences: The Matter of Philosophical
and Psychological Foundations. Journal of Teacher Education, 32.
Jenkins, B. (2009). What It Takes to Be an Instructional Leader. Retrieved from
http://www.naesp.org/resources/2/Principal/2009/J-F_p34.pdf