When you can successfully manage your own emotions, you are able to better manage the emotions of others. Successful school leaders know this. They work hard at ensuring they have a healthy relationship with their emotions. They find ways healthy ways to process them.
As a result, they are not emotionally reactive, but instead can be emotionally responsive and display a high level of emotional intelligence in all situations. These leaders have used coaching as a tool to help them develop their emotional intelligence. They have reflected on how their emotional intelligence had been developed when coaching another.
They have used their insights to help them find more effective ways to respond to individuals who have differing levels of emotional maturity. Successful school leaders know that human beings crave connection and deep bonds with others. They have learnt how to create these connections and bonds. Every day, they do what it takes to nurture and build successful relationships across their school community. They use their skills to help staff bond with one another, disarm conflicts and to provide support and assistance.
Difficult conversations, feedback, both negative and positive are delivered in ways that neither discourage or belittle those they lead. Typically, through coaching these leaders have developed a good understanding of different personality types. They have learnt to recognise the emotional drivers and triggers behind different personalities. Their coaching skills and heightened levels of psychological awareness have equipped them with the skills necessary for building effective relationships with a range of personality types.
There is all kinds of advice out there about what makes a good school leader, from certifications to strategies to taking the latest seminar. But what so many people miss out on is actually the most fundamental elements of good school leadership — relationships. Conversely, when relationships are strained or neglected, school teams can struggle to effectively work together and staff can find themselves increasingly becoming disconnected from what the school and their leaders are trying to achieve.
In turn, leaders can find themselves spending a large amount of their time dealing with people management issues, rather than focussing on the more strategic aspects of the role. Yet in spite of this, many leaders have not received significant training or opportunities to develop skills that could help them to deal with difficult conversations, identify how best to manage and maximise the performance. Find out More. These 10 keys, inspired me a lot. I hope more keys will be released in future which helps others a lot.
Thank you. Your email address will not be published. Ability to embrace their own vulnerability When the emotional needs of school leaders are not met, it is the vulnerable self that suffers. Ability to dig deep Successful school leaders are not afraid to engage with the big questions around self and meaning. Ability to admit when they have made a mistake Successful school leaders are not afraid to hold their hands up and admit when they have made a mistake.
An aptitude for Reflective Thinking Successful school leaders recognise that reflection is a key tool for personal transformation. Relying on an unquestioning respect for authority rarely carries a headteacher far these days. Every headteacher aspires to leading a happy, productive team that feels respected and looked after — but actually achieving this in practice requires skill and dexterity.
The challenge is to keep your approach rooted in fairness and transparency, but with a personal touch that recognises and respects individual difference. The temptation might be to write complicated policies that set out responses to every conceivable situation, but this quickly becomes fraught with difficulty.
Combine legal HR obligations with performance accountability and staff shortages, and you have a challenging environment for heads. Teachers might request part-time work, or adjustments to their roles at different points in their careers that present real challenges to leaders trying to meet the needs of individual staff, colleagues, children and parents.
The root cause of these issues tends to rest with the ongoing shortage of good, experienced teachers. A school may be able to recruit fewer experienced teachers, but they still need a balanced staff cohort with members who can lead and mentor those who are early on in their careers. Without enough experienced staff, the development of new teachers will suffer and just exacerbate the problem. The workload must be practical, the hours proportionate and the demands reasonable.
Schools now do more than they ever have, but headteachers have to ensure that any ancillary work can be sustained. Ofsted has to recognise the importance of sustainability. But as leaders, we should always be asking ourselves, why do we do this? How do I become a Findings from four project books and eight … Expand.
Wales' colour-coded school tables: School ranking 'overload' is clouding, not clearing our judgement. How to do your research project. View 1 excerpt, references background. Swedish successful schools revisited. This study is a case study conducted over 6 years. J Educ Adm 43 6 : —, , we found two very … Expand. This article examines the effects of servant leadership behaviours of primary school principals on teacher job satisfaction.
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