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leadership in tecahing profession

By cuteako101 Apr 18, 2014 1076 Words
The Relevance of Leadership
on the
Teaching Profession

Dexter B. Valdez


Role of Teachers in Implementing Leadership

Teachers play a significant role in the school improvement. Their initiative and creativity practically can be of great help in building valuable teaching learning environment among the students in the school. Hence, their noble intentions in the school improvement cannot be underestimated. Undeniably, the teachers are actors in the school. According to Frost, (2003) that, the teachers have a central role in the complex processes of school improvement, not only because this is a more effective way of implementing policy, but principally because leadership is a fundamental aspect of humanity and needs to be fostered in everyone.

Durrant & Holden (2006) argued, that leadership in school is not simply a matter of sharing or distributing leadership amongst particular individuals by delegating tasks or appointing teachers to specific roles. As Durrant & Holden discussed, leadership requires a new, inclusive concept of teacher professionalism that embraces the leadership dimension. Since school improvement focuses on improving student learning, it follows that all teachers can and should be supported in exercising leadership of learning, whatever their professional situation.

School Culture in Implementing Leadership

It is necessary to assess the school culture in order to start leadership amongst teaching professionals. The culture defines the boundary where the professionals initiate leadership. Ball (1987) also reminds us that school cultures are often characterized by corrosive rivalries and entrenched positions as individuals and groups attempt out-maneuver one another to scarce resources-be they curriculum time, power or money. If school culture is such an elusive and complex concept, what can we do to unlock such cultures and promote open dialogue and collaboration between all members of a school and the wider educational community.

Like other units in our society, school has own culture in which an enabling or inhabiting factor in the success of teachers’ attempts to lead change. Therefore we have to examine the current school culture and go on to explore some actors surrounding change in schools with regards teacher leadership and how it can be facilitated.

Leadership in Teaching Profession

Frost & Harris, (2003) supported the arguments that teachers have the capacity to exercise leadership in a radical sense. Gunter, (2001) claimed that teachers have the authority to contribute to the shaping of school structure, cultures and policies. This involves teachers encouraging leadership by a list not dispensed by the head teacher, used as an implementation tool or represented by a list of roles and tasks, but becomes a value underpinning the way in which school work.

I strongly believed that, leadership in teaching profession should be exercised in order to make a change. Change that would probably empirical to school culture sustains the equality and fairness among the members of the organization. Certainly, a different kind of leadership style can be more acceptable in this modern time. According to Durrant & Holden (1992), a leader with high moral conscience can be a significant impact on the organizational system that they manage.

Therefore, it is proper to behave every professor / teacher as leader in their in teaching profession. A teacher leader can look at moral questions according to the rules, expectations and interests of the established social order like school. The greater importance to being accepted by the reference group and believing that adapting whatever their society considers as fine is in fact good.

In fact, every teacher is leader. A leader that can make a difference in order to create a well rounded individual from their students. Anyway, we as teacher in this 21st Century, should and must perform the duties with noble intentions in which we religiously handle our class.

A teacher may not only be leader in a classroom setting. As a part of educational organization, a teacher / professor may lead the organization where she belongs, amongst fellow educators. He may have the qualities of a leader, may be a principal, a head teacher, a master teacher to lead his fellows. The problem is what is the best style one should adapt? There are several leadership styles and these are not mutually exclusive. You don't need to adopt one and ignore the others. Rather, the best leaders move among these styles, using the one that meets the needs of the moment. Think of them all as part of your management repertoire. For example, a leader may be AUTHORITATIVE (Visionary) if he has the primary objective of providing long-term direction and vision for employees. He is “firm but fair” manager, gives employees clear direction, motivates by persuasion and feedback on task performance. This is effective when clear directions and standards are needed and the leader is credible. However, this is ineffective when employees are underdeveloped – they need guidance on what to do and the leader is not credible – people won’t follow your vision if they don’t believe in it. In the setting of education, a professor may be an authoritative leader if the situation calls for it. For instance there is an immediate call for attention and can’t wait for a group’s decision, or there is crisis in the organization, then the leader can immediately exercise the power vested upon him. A leader may also be The PARTICIPATIVE (Democratic) if he has the primary objective of building commitment and consensus among employees. He is the “everyone has input” leader, encourages employee input in decision making and motivates by rewarding team effort. This is effective when employees working together, staff have experience and credibility and steady working environment. It is least effective when employees must be coordinated, there is a crisis – no time for meetings and there is a lack of competency – close supervision required. Above these leadership styles, I strongly believe that a leader should have high moral standard, a God-fearing individual. This attitude will serve him as a guide, his decisions, and for the best leadership style he could use.


Ball, S. (1997) The Micro-politics of the School: Towards a theory of school organization. London; Methuen. Durrant Judy and Holden Gary (2006), Teachers Leading Change, Doing Research for School Improvement. SAGE Publication Inc. 2455 Teller road Thousand Oaks, California 91320.

Frost, D. (2003) Teacher leadership: towards a research agenda’, paper presented within the Symposium “Leadership for Learning: Cambridge Network’, International Congress for School Effectiveness AND Improvement, Sydney, 5-8 January 2003.

Frost, D and Harris, A., (2003) “Teacher leadership: Towards a research agenda Cambridge journal of Education.

Gunter, H., (2001) Leaders and Leadership in Education. London; Paul Chapman Publishing.

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