Sample Paper on Educational Leadership Philosophy

Educational Leadership Philosophy

A leader is somebody who gets tasks implemented through others. Through their leadership abilities, leaders cause positive changes in individuals and social systems (Wang, Law, Hackett, Wang, & Chen, 2005). Effective leadership enhances the motivation, performance, and morale of followers through various mechanisms. These mechanisms include being a role model to followers, challenging followers to take greater responsibility, identifying and explaining the collective mission, and ensuring that followers are conscious of the same (Stewart, 2006). By so doing, effective leaders can optimize the performance and achieve objectives as a group. One saying I consider motivating and essential for performance is, ‘be the change you want to be.’ It is my conviction that for us to have progress in the field of education and facilitate collective learning, a collective vision has to be utilized. By ensuring that others are cognizant of the vision that education is to achieve, the objective will be realized.

My educational philosophy is geared towards innovative erudition. I envision a classroom where students are availed all the necessary means to help them succeed. I want to see classrooms where new and improved methods of erudition that meet all the needs of the child are in use. For years, the didactic institution has been very traditional. Old modes of teaching are still being used today. These methodologies do not meet the needs of every child or are not all-encompassing to the essential requirements for the holistic growth of the child. While rampant research has been conductedin the field of education, the new models of tuition have been met with stiff opposition from all fields, which sadly includes school administrators.

With advancements in technology comes the need to innovate how our classrooms are modeled. Some of the new methods of teaching have many plusses that are disregarded. Research conducted for most of the innovative methods of instructionshowimpressive results of improved student performance. I hope to bring those methods to the everyday classroom. I am, however, cognizant of the fact that the move will be met with opposition from all spheres(Copland, 2001). Some of the opposition arises due to the increased funding needed to institute these novel measures. However, as Franklin Roosevelt once opined, ‘The school is the last expenditure upon which America should be willing to economize.’ Some of the other opposition is due to the rigorous training and resources required to implement the vision.

As a transformational leader, it is my responsibility to ensure that my school acquires all the equipment and resources needed to promote the new models of learning. It is also my duty to ensure that all the stakeholders recognize the need to change the instructional methodologies for the betterment of the child.The first course of action to ensuring that the new teaching practices are aligned is through the collection of relevant data. Data on the school requirements and areas that need improvement is collected, analyzed and evaluated. The figuresarecrucialin making data-driven decisions. It is also vital for convincing the relevant stakeholders of the requirements.

Once data analysis on the capacities for improvement is completed, I will then conduct an analysis of the resource requirements required to implement the new system. This will involve doing market research on the value of the equipment, training for teachers, and installation costs. Once I carry out apreliminary analysis of the viability of the project, I will then constitute a meeting involving all the relevant shareholders. These include teachers, administrators, and experts in the field of social science. The meeting will be geared towards articulating the need for a change in the methods of instruction. It will also be used in assessing the resource requirements, and the methods of acquiring the needed resources. For effectivedialog, clear communication of the vision needs to be done (Hallinger, 2003). The meeting will also ensure that all the stakeholders are aligned with the vision of the project before it is rolled out.

In order to align the teachers with the vision, I will use individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence. Inspirational motivation involves articulating the vision to the staff. I will share the vision in a way that is both appealing and challenging to the rest of the staff. This will involve setting high standards to be achieved, communicating optimism about the project, and giving reasons why the vision will be of meaning (Kohm & Nance, 2007). By having a strong sense of purpose, the teachers will be motivated to act.

Individualized consideration necessitates that I act as a coach and mentor tomy colleagues. This entails opening up communication lines so that anyone with a question on how to implement the strategies for achieving the vision can enquire from me. It also encompasses celebrating individual efforts towards implementing the new system. By lauding the staff for exemplary work, they will feel valued and develop an intrinsic motivation towards achieving the objective.

With regards to intellectual stimulation, I will challenge the other staff to think independently on how best we can improve the instructional system at our school. When faced with severe implementation challenges, brainstorming will stimulate thinking and encourage creativity in the other teachers. Learning is a value developed through solving difficult problems. By inculcating the teachers in decision-making, they will also feel valued which will lead to their desire to achieve the goal (Kohm & Nance, 2007). Lastly, I will act as a role model. By being committed to achieving the vision and taking all the necessary steps towards the end goal, I will be able to influence the other teachers to follow suit.

Teachers’ instructional effectiveness and efficacy have to be inculcated. The teachers will thus be taken on instructional courses aligned with the new models of learning in order to equip them with the requisite skills to perform better. Teacher effectiveness will also be ensured through frequent performance reviews and appraisals (Copland, 2001). A workshop will also be held in which experts of using the new method will be requested to assist in teaching both the teachers and students on how to use the new methods. The success of the new model will also be tested continuously to identify areas of weakness and those that need improvement. All through, the involvement of the other faculty members will be pivotal in ensuring that the vision is a success.


In the quest to institute change in instruction methodologies, I must remain cognizant of the fact that it warrants collaborative action to achieve a collective goal. As such, I must strive for both personal development and the careful incorporation of other school staff in the endeavor. I am determined to achieve the best for my school, and this involves the infusion of knowledge from other stakeholders. As a leader, I will strive to achieve the vision by motivating others to face the challenge that the change in instruction methodologies occasions. Bill Gates once opined, “Show people the problems and show them the solution and they will be moved to act.” Such is the strategy I intend to utilize.


Copland, M. A. (2001, March). The Myth of the Superprincipal. Phi Delta Kaplan, 82(7), 1-45.

Hallinger, P. (2003). Leading Educational Change: reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352. doi:10.1080/0305764032000122005

Kohm, B., & Nance, B. (2007). Principals Who Learn: Asking the Right Questions, Seeking the Best Solutions. Texas: Association for Supervision and Curriculum Development.

Stewart, J. (2006). Transformational Leadership: An evolving concept examined through the works of Burns, Bass, Avolio, and Leithwood. Canadian Journal of Educational Administration and Policy, 54, 1-29.

Wang, H., Law, K., Hackett, R., Wang, D., & Chen, Z. (2005). Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behavior. Academy of management journal, 48(3), 420-432.