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Leadership Philosophy: Intentionality and Respect

Sarah E. Ray

College of Education, Grand Canyon University

EAD 536: Strategic Leadership and Management in the Principalship

Revised: November 4, 2023

Emerging Leadership Philosophy: Intentionality and Respect

Professional philosophies are the foundation of a leader’s methodology and practices.

Their philosophy influences how they respond to others, manage tasks, and lead a body of

people. In the field of education, a leader’s beliefs should constantly undergo reflection and

adaptation. This ensures that one does not become stagnant in the ever-changing environment of

a school. It is necessary to have a philosophy that can serve as a model for other members of the

school community. Due to the nature of the role, all stakeholders in the school look to leadership

for guidance and support. How the leadership of the school responds to obstacles is what makes

a lasting impression on the community. As a leader, my philosophy is to serve with intentionality

and respond with respect. My leadership style reflects a combination of servant leadership and

transformational leadership. These models serve as a guide as I explore the characteristics and

approaches that create an effective leader.

Personal Values and Beliefs

My philosophy drives my motivation and approach to tasks. When a team feels that they

are supported with both intentionality and respect, the school gains motivation. When making

decisions, I will respect the input of those that serve the school in any capacity. It is critical to

understand that each school is composed of experts in a wide variety of specialties. Approaching

the people you serve regarding solutions and advice creates an inclusive environment for

everyone. Communication can truly be a make-or-break factor in the effectiveness of a school

leader and their staff. Leaders should be cultivating the resources that they already have in order

to positively build up a team that feels proud of their community and efforts. Transformational

leadership calls for this type of approach by emphasizing the importance of motivating the

members of your team. This does not mean that every employee will be happy with every
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decision, but the input of the school plays a central role in choices that affect them. When school

employees feel valued and respected, they will be content in their job. Eliyana et al. (2019)

suggest that a system with higher satisfaction increases retention. Just as we hold high standards

to students, I will hold my team to high expectations. Faculty members will achieve more when

they know they are respected and valued. Each team member should have clear goals and plans

for the upcoming year. Mammen and Pushpanadham (2018), suggest that accountability is one of

the significant factors in student and teacher growth. I strive to be supportive, but hold my team

accountable for plans they have for professional growth.

Transformational, Transactional, and Servant Leadership Styles

Transformational leadership has become a model for me in how I execute leadership in

my school. One of the characteristics of transformational leadership that I value is the style’s

emphasis on individual consideration (Northouse, 2019). In the classroom, teachers are expected

to both understand and respond to students with individual needs. This sometimes gets lost

among leadership beyond the classroom. Each faculty member and community member has

different needs that require specialized approaches. Styles such as transactional leadership do not

call attention to this necessary aspect that the transformational model emphasizes. Leaders have

to consider the factors that affect the individual in order to respond and support each person

appropriately. According to Khan (2017), transactional leadership systems are less likely to

respond well to environmental changes. Education has always been a field that requires heart in

some capacity, it is a servant-oriented system. When leaders are unmoving in their ways and

approach to the school community, they possess a more managerial style. Servant leadership,

however, is a style that requires an emotional approach to guidance by using the needs,

experiences, and thoughts of the served population to create meaningful changes in the system.
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Servant leadership emphasizes long-term, sustainable performance (Eva, N., Robin, M., &

Muzakki, 2019). At a time when leaders need to retain teachers, servant leadership is necessary.

We need educational leaders, teachers, and faculty who want to join the educational field and

stay. When a leader uses authenticity to guide their philosophy, self-awareness is a large

component of their practices. They acknowledge what is working and what is not, in order to

find the best approaches for their individual staff. Leaders should always reflect on their own

procedures and approaches in order to continuously adapt to the changes in their specific system.

Acting with Integrity and Fairness

Acting with strong morals and integrity is a necessary aspect of being a successful leader.

In the education system across the country, there are members of schools who use power and

authority for personal gain. At the end of the day, it negatively affects student growth and

achievement more than anyone else. As leaders, we serve as the model for expected behavior.

When we use integrity in our day-to-day life as well as in our procedures, those around will

follow. It is the basis for running a high-quality, high-expectation school environment. In my

Servant-Leadership Matrix assessment, both my colleague and I gave high scores for my ethics

category. I have a strong moral compass that is at the center of my decision-making. My values

are what inform the way I speak to others, perform my duties, and create plans.

Developing Effective and Inspirational Leadership

There is a trend among the styles that build a professional leadership philosophy, people-

centered approaches. Both transformational leadership and servant leadership focus on the

people who make up the environment. All stakeholders should be considered as the leaders make

decisions that create ripple effects in the community. The philosophy I am developing uses a

research-oriented approach that has been proven successful in areas of education. There is no
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perfect answer to effective leadership; it requires continuous reflection and growth. I desire to be

an effective leader that alleviates the burdens of my staff, not adds to them. I want to be known

as a leader who carries professionalism, respect, and positivity for those that I serve. I desire to

be considered an optimistic professional that builds their community up. My hope is that in using

these models to create my philosophy, I will be able to perform at my best to serve the school.

The community, faculty, and students all deserve someone who respects them and advocates for

their best interests.

References
Eliyana, A., Ma’arif, S., & Sendjaya, S., Dierendonck, D. V., & Liden, R.C. (2019). Job

Satisfaction and Organizational Commitment Effect in the Transformational Leadership

towards Employee Performance. Science Direct, 25(3), p144-150.

https://doi.org/10.1016/j.iedeen.2019.05.001

Eva, N., Robin, M., & Muzakki. (2019). Servant Leadership: A Systematic Review and Call for

Future Research. Science Direct, 20(1), p111-132.

https://doi.org/10.1016/j.leaqua.2018.07.004

Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief

Comparison. International Review of Research in Open and Distributed Learning, 18(3),

p178–183. https://doi.org/10.19173/irrodl.v18i3.3294

Mammen, J., & Pushpanadham, K. (2018). Accountability of Teachers: Does it Invigorate

Transformational Leadership in Schools? (Kebertanggungjawaban Guru: Adakah Ia

Memupuk Kepimpinan Transformasional di Sekolah?). Jurnal Pendidikan Malaysia,

43(02). https://doi.org/10.17576/JPEN-2018-43.02-03

Northouse, P. G. (2019). Leadership: Theory and Practice (8th Ed.). SAGE.