This essay analyzes the traits of integrity, credibility, savvy, and commitment in leaders from various fields. It offers a critical evaluation of their authenticity based on their actions and characteristics. Pseudonyms are used to identify the leaders. The essay aims to provide a concise account of leadership, exploring the qualities that set exceptional leaders apart.
According to Evans (2000, p. 288), “Leaders who are followed are those who are authentic”. Meanwhile, Starratt (2004) emphasizes that leaders demonstrate authenticity in their interactions with others in natural, social, and cultural settings which leads to the formation of relationships developed by involvement and respect. O’Loughlin (2004) describes this interaction as honest and open and proved to be effective in the establishment of trust between and among people involved in a relationship. Evans (2000) further clarified that studies on leaders have shown that integrity and savvy are critical components of authenticity. Integrity refers to consistency in objectives, behavior, and moral standards, as well as resolute decision-making. A leader who possesses integrity is committed to fulfilling their obligations and keeping their word. Similarly, savvy refers to the combination of “professional experiences” and acquired skills from years of practice (Evans, 2000, p.294). Apparently, the authenticity of the leaders will be determined based on these characteristics - integrity, credibility, savvy, and commitment.
Authentic leaders as Duignan (2013) characterised are responsible for offering unwavering support to their teaching staff to encourage change and innovation through collective action. They must provide the required resources for collaborative planning and make sure that all team members equally participate in this professional endeavour. Teachers’ voices must be heard, and their opinions should be taken into consideration while creating innovative teaching approaches that ensure quality teaching and learning practices that benefit both teachers and students.
During my tenure with an exceptional principal, J.C., I witnessed the provision of unwavering support resources and mindful consideration of teachers’ opinions. As an educational leader, J.C. was fully committed to the curriculum and professional development of the educators, which was evident from her regular supervision of our outputs and performances. She assessed our progress and identified areas of improvement which led to her suggestion of weekly English classes and group activities for the faculty members. Though there were objections, J.C. explained the reasons why we needed to attend the class and convinced us. J.C.’s constructive criticisms have been helpful, and the English classes greatly improved our language skills. Her facilitation and monitoring style are manifestations of individualized consideration, a dimension related to transformational leadership. The others are idealized influence, inspirational motivation, and intellectual stimulation which were also observed in undertakings and educational engagements introduced by J.C. (Bass, 1985 as cited in Brownlee et al, 2004).
Transformational leaders are essential for staff engagement and performance as they create a growth mindset, provide feedback that helps team members improve their work, and focus on practice and hard work (Brownlee et al., 2010). By being fully present for their members, these leaders enhance their influence (Duignan, 2013) and foster a problem-solving approach to addressing workplace issues (Brownlee et al. 2010) and J.C. is an example of such a leader. Her provision of English classes, appropriate resources, workshops, and collaborative activities stimulated our intellect and broadened our learning experience, leading to our professional development (Sarros & Santora, 2001 as cited in Brownlee et al., 2010). J.C.'s demonstration of trust and respect encouraged us to be actively involved in innovative approaches, and her initiative let us realize the need for reconstruction of our strategies and teaching practice. Bass, as cited in Brownlee et al. (2010) categorised this leadership quality as idealized influence and this is effective in learning. We experienced individualized consideration (Bass, 1985 as cited in Brownlee et al. 2010) as J.C. personally dealt with each of us during learning conversations which led to the uncovering of our strengths and limitations as well as our undetected potential. O'Loughlin (2004) and Duignan (2013) maintain that continuous learning conversations among all team members are necessary for constructing and reconstructing situations that promote deep and rich learning processes, leading to improved student outcomes. This scenario focuses on learning together, sharing ideas, and creating an environment that encourages active participation. This initiative by J.C. relates to authentic leaders’ commitment to resource provision for the enhancement of collaborative planning for quality teaching-learning practices (Duignan 2013).
O’Loughlin's (2009) experience clearly highlights that teachers do not always bring out the best in every student. O’ Loughlin’s maintains that rules and limitations imposed by the schooling system can hinder students' capabilities and self-discovery. In this regard, J.C. stands out as a remarkable leader who recognized these limitations and encouraged our students to participate in both intra- and interschool competitions to enrich their capabilities and unfold their other potential. She recognized teacher coaches for successful outcomes, providing them with cash rewards and opportunities to broaden their horizons. J.C. also considered acknowledgment of students’ time, efforts, and participation crucial regardless of the outcome. J.C.'s leadership style was transactional in this aspect, effectively motivating and incentivizing both teachers and students to achieve successful outcomes. Evans (2000) emphasizes that authentic leaders apply a meritocratic technique in such a way that competence is rewarded. However, Brownlee et al. (2010) argue that a reward system may deprive team members of active learning and intrinsic motivation development, as they may not be provided with opportunities to question, problem-solve, or build their own knowledge.
J.C. demonstrated her savvy by intervening in decision-making and resolving student issues promptly when her advice was sought by the Prefect of Discipline or the Guidance Counselor. She implements a dialogic approach, which Duignan (2013) defines as discussing issues with parents and stakeholders concerning students and resolving problems. J.C. was quick to address the grievances of parents and explain the benefits of the policy that parents complained about to the parties involved. She stood firm in her decision and did not give room for negotiation, a response that highlighted her integrity. Evans (1996 as cited in Evans, 2000) classified this character as psychological hardiness, exhibited by people who sustain their well-being and performance despite difficulties.
Authentic leaders demonstrate honesty and fairness instead of preaching them (Evans, 2000). J.C. exhibited this as she manifests professionalism in handling disagreements during faculty meetings, maintains privacy and informed consent, and never discloses information about special meetings with defiant teachers or complaining parents. O’Loughlin (2009) shared that this relates to authentic mutuality, which means encouraging interactive connection between people, thus promoting respect and trust. Her ability to earn and maintain trust is vital in developing commitment, support, and a sense of achievement among us (Evans, 2000).
J.C. was an incredibly effective leader, who expertly balanced high transformational and low transactional leadership styles. Her transformative leadership style was marked by her sensitivity to the needs of her team members, active listening, and appreciation of their opinions and suggestions. She challenged both her team members and students to excel, displaying perseverance in bringing out the best in each of them. J.C. relied on their potential and in collaboration with them designed student-friendly procedures and structures that greatly enhanced the teaching-learning process, much like the examples provided by Jane Carroll and Tom Russell in Evans (2000). Her treatment of teachers demonstrated her belief in the importance of authenticity and relational leadership, where a leader's full presence can best influence all others in the organization. By emphasizing honest and open communication, as highlighted by O'Loughlin (2009), J.C. made things happen by fixing problems, finding resources, and handling people, which greatly deepened her influence (Evans, 2000).
J.C.’s establishment of a reward system, however, contradicted the principle of active learning and intrinsic motivation, resulting in inconsistency and this inconsistency between a leader's goal and behavior may be due to inattentiveness (Evans, 2000). On the other hand, O'Loughlin (2009) and Duignan (2013) view the leader's action as a sign of proactivity and encouragement toward the learning's deeper dimensions, based on her awareness of transformative possibilities.
I believe that J.C. embodied integrity, credibility, savvy, and commitment - characteristics that determine an authentic leader. For example, her commitment to quality teaching and learning outcomes enabled her to initiate English classes for the teachers and mentor them to improve their teaching approaches and engage in innovation. Her credibility, integrity, and savvy were demonstrated in the following situations. She engaged in dialogues with parents, addressed their concerns, and communicated with the Guidance Counselor and the Prefect of Discipline to provide advice. J.C.'s visible presence was also apparent during observations, planning, and decision-making. Her initiatives on professional development provided teachers with opportunities to reflect on and analyze the quality and effectiveness of their teaching, which is a testament to her leadership qualities. Overall, J.C. is a passionate, committed, and credible leader who exemplifies the qualities of an authentic transformational leader.
The second leader is the preschool head teacher, J.K., a notable leader. During our first meeting, she seemed unfriendly, but on my second day, J.K. approached me to provide tips and advice on how to fulfill my duties as a reliever. As a head teacher, J.K. is always polite in her dealings with every teacher and staff at the center. She uses "please" and "thank you" as appropriate and ensures that each teacher/staff is able to take his/her break on time. These gestures are an indication of respect and value for all her subordinates (Notman, 2010). J.K. makes it a point that teachers speak to parents who drop off their children every morning. She reminds staff about parents' reminders for their children, assigns specific daily tasks, and ensures that they are distributed fairly and properly. These exhibit her being a maintainer (Evans, 2000), meaning a leader who adheres to the established means of leading and policies. J.K. provides ideas for activities and reminds teachers during the closing session about forms that need to be filled out by parents the following day. These actions speak of her commitment to “clarity and focus” (Evans, 2000, p. 306) and require us to be mindful of our duties and responsibilities as ECE teachers. Her provision of learning activities goes with the encouragement that indicates our duty to add more activities that will engage children in meaningful situations leading to the development of practical skills as much as possible. This exhibits her other commitment which focuses on the path of self-realization for children (Gibbs, 2006) which agrees with Lee’s (2010) concept of life transformation with emphasis on a teacher's commitment to strong altruistic goals that can make a significant difference in children's lives and lead to a real sense of purpose.
The center's philosophy of "Respecting different cultures and values" is always at the forefront of our minds, reminding us to be knowledgeable, perceptive, and responsive to cross-culturalism (Gibbs, 2006). Respect for young children's willingness to participate in an activity is a significant dimension of the children’s rights which means extending children a kind of treatment that will make them feel capable and competent (Smith, 2016). This requirement ensures that we never discriminate and always prioritize the needs, growth, and development of the children we serve. When it comes to handling complaints, J.K.’s integrity becomes apparent as she speaks to parents respectfully and deals with complaints diplomatically, never blaming a teacher for any situation. She takes accountability for complaints and persuades parents with her explanations. E.F. handles difficult and naughty children with love and care. She reminds us to pay close attention to children who have the tendency to physically hurt others. These actions are a manifestation of Lee's (2010) concept of mobilization, where a leader communicates the center's practices, discusses the underlying theoretical ideas that inform our teaching, and shares with parents/whanau the kind of learning that actually takes place at the center.
J.K. possesses all the essential qualities of an ECE leader and has 20 years of experience leading the ECE teachers at the center thus gaining savvy. She manifests credibility, integrity, and commitment. She actively engages in every activity to achieve learning goals and prioritize the safety of every child. Her commitment to helping students achieve their full potential is evident, and her consistency in actions and words is commendable. Thus, J.K. is an authentic leader.
When I was a child, I had the pleasure of meeting and getting to know an extraordinary leader named R.R. Her exceptional leadership qualities and dedication to serving her community left a lasting impact on me. Her numerous awards and recognitions for her outstanding performance are proof of honesty and hard work as an employee at a bank. However, it was her decision to run for a local government position that truly showcased her exceptional leadership skills.
R.R.'s leadership capabilities continued to shine when she became a church leader. Despite facing challenges as a woman in a leadership role, she never hesitated to personally assist people in need, especially during natural calamities like typhoons, fires, and floods. Her presence and reassurance during conflicts and fights in the community demonstrated her unwavering commitment to resolving issues and helping those in need. What impressed me the most about R.R. was that she prioritized the needs of her people over her own safety, which is a true sign of servant leadership (Giambastica, McKeage, & Brees, 2020). Her actions showed her dedication to safety and service, and the impact she had on her community has left an indelible mark on me.
During the COVID-19 pandemic, the leadership skills of this remarkable individual were put to the test once again. Her unwavering integrity and credibility were on full display as she made it her personal mission to ensure that every family in the community received assistance from the local government. Her dedication and commitment to the welfare of her constituents were unparalleled, and she would go to great lengths to ensure that no one was left behind. Even when she learned that someone had been overlooked, she would use her own funds to make sure they were taken care of, which is a testament to her selflessness and commitment. She implemented collaborative practice and never forgot to express her appreciation for her subordinate’s assistance. She did not give them rewards for a job well done but showed that she was thankful for their time and effort.
Her leadership training at the bank helped her identify problems and create solutions. She valued transparency and documented every transaction related to donations and relief goods. Smith's (2016) research shows that leaders with extensive training are better at planning and managing programs.
It's worth noting that her actions were a sharp contrast to those of her fellow government officials, who have been caught engaging in corrupt practices and disregarding protocols for serving their constituents. She knew what she stood for and never allowed herself to be tempted by bribes or other incentives. Her commitment to doing what was right was unwavering, and she refused to compromise her reputation for anything. As Evans (2000) explains, having a clear understanding of our core beliefs and values is essential to defining our leadership style, developing self-control, and creating a path to self-direction thus building authenticity.
These leader's compassion and sense of duty towards their constituents are truly admirable. They are authentic leaders based on their demonstration of integrity, credibility, savvy, and commitment. It is no surprise that they made such a positive impact on the lives of so many people. As Russell and Stone (2002 as cited in Giambastica, McKeage, & Brees, 2020) explain servant leaders are characterized by “vision, integrity, honesty, trust, service, modeling, appreciation of others, and empowerment”.
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