Essay Example on Creating Positive Educ. Culture: Involving All Stakeholders

Introduction

Education is vital in passing knowledge to the children for present use and also the future. People who are educated are likely to make more informed decisions. I believe leadership in educational institutions should mainly focus on creating a positive culture for students, staff parents, as well as the whole community. For the school's vision and mission to be attained, all the stakeholders should be involved (Duignan, 2012). The parents must work together with teachers for the wellbeing of the children. There should be a high connection between the school and the community (Ncube, 2010). The paper focuses on my educational leadership philosophies on bringing all the stakeholders together for the school's benefit. Leadership is not about the belief to do something alone, but the behavior should go hand in hand. The actions themselves are what make a place better. My leadership practice will be based on creating a conducive environment for staff, students, parents, and the community as a whole.

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Educational Leadership Philosophies Strategies

I will cultivate a culture that accepts diversity and differences of opinion. Every idea is essential in a certain way. In a school setting, there are many parties which should be involved. Most precisely, the parents ought to be brought closer to the learning process of their children. Parents and guardians are the ones who have more time with children, and therefore, they are supposed to be at the center of all the decisions regarding the students. After knowing that parents are crucial in my success as a teacher, I decided to be using an open door policy. I welcome parents and share their experience with the child. We decide where the student needs assistance and counseling when a need arises.

I will ensure that I articulate my vision clearly to those who I lead. Leadership should not be about an individual. The whole group is needed for an institution to be successful. Each individual from the top-management to the support staff is crucial when it comes to meeting the objectives (Uljens & Ylimaki, 2017). When everyone understands where the institution is heading, there is a high likelihood for the target to be achieved. The success is attributed to the whole team, and it is not a one man's show. Authentic leadership ensures that there is collaboration. There may be someone with a perfect idea but lacks the opportunity to present it. Leaders should not create followers. Instead, they should make more leaders. The work of management is even simpler when more leaders are made.

The world keeps on changing. Unfortunately, most of the staff do not welcome change due to the fear of the unknown (Irvine et al., 2010). I will ensure that I educate the stakeholders on change management and the importance of accepting it as it comes. The mode of relation with the students and also parents can be improved periodically. There are new job opportunities which are emerging while others are becoming irrelevant. Therefore, it is crucial to ensure that the type of education given to the children is changing. The innovation of students and teachers should be encouraged.

Being ethical in an institution is suitable for an educational leader. A leader should lead by example since others are likely to follow the steps of the one leading them (Genao, 2016). It is hard to correct others when I am not ethical also. I will ensure that the staff copies good behaviors from me, which they will pass to the students. When the students are ethical, it is likely that the level of discipline will be high. Ethical behaviors include getting to work early and undertaking all the duties that I am supposed to attend.

The Beliefs I Hold

I believe that all students deserve an all-rounded form of education to prepare them for a successful feature. Many changes are happening in today's world. Children should be ready to coup with the current trends once they complete their education. A teacher should also act as a counselor to the student. Educational leaders are supposed to ensure that children are given quality education (Myran & Sutherland, 2019). In my past experience as a teacher, I have changed the lives of many students. In 2018, I was honored by being awarded the teacher of the year award. I was selected from a group of 40 teachers. I believe that I was awarded due to the impact I have left on the current and past students.

Schools should create passion among students and also teachers to become the best in whatever they do. When one is dealing with a motivated group, it is easier to achieve the targets which are set (Samier, 2019). There is a need to create a collaborative environment between the students and the staff members. Children should be encouraged to become lifetime learners. They should be thirst in their quest for education. The system should not be set such that the school is only concerned with the passing of examinations. Life skills and developing innovative products should be highly encouraged.

I also believe that flexibility should be encouraged in learning institutions. Teachers should be given the mandate to choose the right mode of delivering content to the students and even problem solving (Landre, 2019). I like it when parents become part of the child's learning. Although the principal and other teachers have not been using my approach, I find it productive. I use an open-door policy, and parents are always welcome to see their children's progress.

Conclusion

Educational leadership seeks to ensure that the students effectively acquire quality education. As an educational leader, I will encourage diversity and ensure the ideas of parents, teachers, and students are considered. I will ensure that everyone understands my goals so that they can be attainable. I will also encourage change as the world keeps on changing. I believe that every student should be given quality education that will prepare them for the future. Learners should be passionate about education, and teachers should be allowed to choose the best strategies that work for them.

References

Duignan, P. (2012). Educational leadership: Together, creating ethical learning environments. Cambridge University Press. https://books.google.co.ke/books?hl=en&lr=&id=yRrmtl_A3sUC&oi=fnd&pg=PR7&ots=9lZEPb4EAi&sig=dAXoxoDc2inG5bR--

Genao, S. (2016). Culturally responsive pedagogy: Reflections on mentoring by educational leadership candidates. Issues in Educational Research, 26(3), 431. https://search.informit.com.au/documentSummary;dn=509181649798428;res=IELAPA

Irvine, A., Lupart, J., Loreman, T., & McGhie-Richmond, D. (2010). Educational leadership to create authentic, inclusive schools: The experiences of principals in a Canadian rural school district. Exceptionality Education International, 20(2), 70-88.
https://ir.lib.uwo.ca/eei/vol20/iss2/7/

Landre, R. (2019). Ethics in Education, from a Philosophical Perspective. Multicultural Education, 27(1), 57-58. https://search.proquest.com/openview/b21efa5302f7a9b7dbb16a7ceaaa9178/1?pq-origsite=gscholar&cbl=33246

Myran, S., & Sutherland, I. (2019). Defining learning in educational leadership: Reframing the narrative. Educational Administration Quarterly, 55(4), 657-696.
https://journals.sagepub.com/doi/abs/10.1177/0013161X18809338

Ncube, L. B. (2010). Ubuntu: A transformative leadership philosophy. Journal of Leadership Studies, 4(3), 77-82. https://onlinelibrary.wiley.com/doi/abs/10.1002/jls.20182

Samier, E. A. (2019). The Humanist Roots of Islamic Administration and Leadership for Education: Philosophical Foundations for Intercultural and Transcultural Teaching. In Teaching Educational Leadership in Muslim Countries (pp. 23-38). Springer, Singapore.
https://link.springer.com/chapter/10.1007/978-981-13-6818-9_2

Uljens, M., & Ylimaki, R. M. (2017). Non-affirmative theory of education as a foundation for curriculum studies, academic and educational leadership. In Bridging Educational Leadership, Curriculum Theory, and Didaktik (pp. 3-145). Springer, Cham.
https://library.oapen.org/bitstream/handle/20.500.12657/27847/1002157.pdf?sequence=1#page=22