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Philosophy of Leadership

Vincent A. Barnes, Jr.

College of Graduate Studies, Georgia Southern University

EDLD 7737: Supervised Field Experience I

Dr. Ellen V. Whitford

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Educational leaders are proactive in discovering ways to improve their skill set while

advancing student achievement. They also have the responsibility of fostering a culture

conducive to the productivity of teachers and inclusivity of stakeholders. My emerging

understanding of educational leadership has allowed me to highlight various qualities that reign

essential in being a quality linchpin in the school community.

Being dubbed as an effective leader means the ability to establish a strong culture and

build community. One of my personal beliefs is that everyone is welcome, and this is especially

true in the education setting. I focus on building and strengthening culture by making sure

everyone feels valued. This permeates into practice, which ultimately creates a sustainable

culture that allows everyone to thrive. Culture-building is evident in my emergence of leadership

as a result of being victimized by destructive leadership in the past. This style created a toxic

work environment, and I vowed to never let this occur under my leadership.

In establishing a positive culture, the importance of leadership as a relationship cannot be

understated. Leader-Member Exchange Theory states that “high-quality relations generate more

positive leader outcomes than low-quality relations (Northouse, 2021, p.3).” Ensuring that all

members of my staff expect respect will allow us to work collaboratively and communicate

effectively. As a leader, I have been able to articulate what needs to be completed with my

colleagues and successfully collaborate with them on school-related matters.

Fostering high-quality relations is also a catalyst for transparency in the workplace.

Sometimes, I get the sense that followers think leadership operates behind a veil. Transparency is

vital for effective leadership to thrive because it keeps followers current. Listening to the

concerns or input of others, as well as communicating how those inquiries will be acted upon,

goes a long way in rallying support from the masses.

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Ethical behavior should be at the forefront of all effective educational leadership. In

accordance with GELS Standard 2, I strive to establish ethical relationships and practices with

everyone I encounter. I value the principle of integrity, and I exercise this ideal in my leadership

by following procedural knowledge to delegate and complete tasks. I also model ethical behavior

through my display of professionalism in my interactions with colleagues, students, and other

stakeholders. It is important that our leaders of tomorrow can view me as a prototype for doing

things the right way.

Furthermore, leaders should be committed to the community. Creating safe environments

highlights the importance in embracing equity for school community members of all social

classes and identities. In accordance with GELS Standard 3, I promote equity and inclusion

through celebrating differences, seeking educational opportunities, and instituting a code of

conduct to ensure that all are treated with respect. As previously stated, people will work

together to fulfill the mission and vision of the organization when they feel valued. It is

important to remember the human aspect of leadership and not be overcome by the work that

needs to be done. Whether they are learning or cultural communities, it is my job to make sure

all stakeholders are a part of the learning process. This effort helps strengthen the fabric of the

school’s culture and can provide resources for families who may have specific needs.

Lastly, I believe leadership is a skill that can be acquired and honed. As an emerging

leader, being task-oriented allows me to focus on completing things effectively and in a timely

manner, and I have been able to utilize this leadership skill to help others do the same. Northouse

(2021) describes this idea as a competency available to everyone, and this is a skill I have honed

once I was made aware that I possessed it. I have also acquired the skill of leadership through

experiences and feedback, and I anticipate developing this skill over time. To continue growing
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in effectiveness, I will seek feedback to improve my craft. I am committed to being flexible in

my leadership and researching best practices to positively impact my school. I have always

articulated what others identify as “leadership” as my work ethic. I plan to use my work ethic to

inspire change in my school and community as an educational leader.

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References

Northouse, P. (2021). Introduction to Leadership: Concepts and Practice. (5th ed). Sage

Publications.

Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to

implementing the professional standards for educational leaders. (5th ed.) New York,

NY: Pearson Education, Inc.

Educational Testing Service. (2019). Georgia Educational Leadership Standards Alignment with

ETS performance ... ETS. Retrieved September 9, 2022, from

https://www.gace.ets.org/s/pdf/georgia_task_standard_alignment_chart.pdf