The context of instructional
leadership has been rapidly changing
since the late 1980s, as reflected in numerous past and ongoing educational
reforms and school restructuring movements in western countries and also in the
Asia-Pacific Regions (Yin
Cheong, 2010). In response
to these changing and amplified conditions of accountability, Burns and Martin (2010)
reviewed numerous studies that examined diverse leadership models designed to
meet the perceived leadership needs of the past several decades (Hallinger
& Heck, 1999; Kezar, 2000; Leithwood, Jantzi, & Steinbach, 2000;
Sergiovanni, 2000; Spears & Lawrence, 2004; Yukl, 2006). Although transformational
and servant
leadership models have served instructional leaders for several decades,
Burns and Martin identify one comprehensive model as having been created with
the promise for providing a positive and encouraging structure to guide today’s
leaders through complex times. That
relatively new model is invitational leadership. As cited by Burns and Martin, “Invitational
theory is a collection of assumptions that seek to explain phenomena and
provide a means of intentionally summoning people to realize their relatively
boundless potential in all areas of worthwhile human endeavor” (Purkey,
2016, p.5). Furthermore, “The purpose of
invitational leadership is to address the entire global nature of human
existence and opportunity” (Purkey, 2016, p. 29). Thus, this invitational
leadership model provides a comprehensive design that is
inclusive of many vital elements needed for the success of today’s educational organizations.
As noted in this text’s introduction, Effective
Schools Researchers examine sustainable learning
organizations and consistently find “effective schools have strong and
effective leadership” (Lezotte & Snyder, 2011, p. 51). Other studies (Purkey & Siegel, 2002;
Burns & Martin, 2010) posit leadership based on invitational theory
encourages people to tap into their unlimited potential. As a comprehensive model, inclusive of many
vital elements needed for the success of today’s educational organizations, invitational
leadership requires leaders with high
emotional intelligence to develop a culture of
collaboration.
As quoted by Burns and Martin (2010, p. 30) “the research on the effects of Invitational
Education Theory in the educational administrative process
is relatively new as compared to other theories pertaining to leadership” (Egley,
2003, p.57). Burns and Martin (2010)
believed their literature review, which included analysis of Aldridge, (2003);
Jennings,(2003); Penner, (1981); Shapiro, (1990); and Stillion & Siegel, (2005)
reinforces their premise that “contemporary leaders in education must face a
new day requiring skills and knowledge beyond what needed to be exhibited by
previous leaders” (p. 30). The work of
Purkey and Siegel blended leadership qualities, values, and principles when
developing the invitational leadership theory and model that invited success
from all interested stakeholders (Burns & Martin, 2010). “This model shifts from emphasizing control
and dominance to one that focuses on connectedness, cooperation, and
communication” (Purkey & Siegel, 2003, p.1).
Studies by Purkey
& Siegel (2013) as well as Burns and Martin (2010),
posited leadership advancing Invitational
Education (IE) theory would encourage people to tap into their
unlimited potential. IE theory includes vital elements needed for success
within today’s educational organizations (Burns & Martin, 2010). Teacher
preparation and graduate programs intending to develop highly qualified teacher
leaders must seek to optimize the identification and development of correlates
optimizing educational leadership (Council
for the Accreditation of Educator Preparation, 2019). Optimal
educational leadership has been identified as a correlate that promotes
sustained school success (Lezotte & Snyder, 2011).
Winston and Hartsfield
(2004) identified correlations between three of the four sub-skills of
emotional intelligence (Mayer & Salovey, 1997) and leadership
behaviors that promote positive school climate.
These behaviors include empowerment (Patterson, 2003; Wong & Page, 2003)
and collaboration (Stone, Russell & Patterson, 2004). Climate-building
behaviors also embrace teacher autonomy (Sendjaya & Sarros, 2002; Winston
& Hartsfield, 2004). Marzano and Waters (2009) identify the importance of
“defined autonomy” (p.8).
The empirical study by Anderson, 2016
increased understanding of how demonstrated
or applied emotional intelligence behaviors correlate with
the teacher’s perceptions of school and whether certain emotional intelligence
(EI) sub-skills more or less influence
perceptions of school climate as related to IE theory.
The findings inform professional development programming by identifying factors
that influence school climate. Research
by Momeni (2009) found dimensions of emotional
intelligence explained 70% of employees' perceptions of organizational climate
result directly from a manager's morale and behavior. The
awareness and management of emotions, as well as perception of emotions by
others, provide critical elements for success as a leader (Cherniss,
2010).
In a state-wide
study of leadership and potential influence of gender, Burns and Martin’s (2010) employed a purposeful
sampling method, consisting of a multi-tiered criteria process to select the
schools for their study. Results
indicated that compared to the perceived leadership at less effective schools,
the effective schools, on average, were led by leaders who were perceived to
demonstrate consistently higher attributes of effective invitational leadership
qualities (Burns and Martin, 2010, p. 39).
Follow-up interviews with teachers
and principals established that teachers believed that the invitational
qualities of respect and trust were the most influential leadership qualities,
while principals viewed “trust as the predominant influencing factor” (p. 29). Their analysis identified
significant differences between the usages of invitational leadership qualities
in effective schools versus less effective schools. During interviews, Burns and Martin
additionally found the perceptions of these leaders were consistently more
positive and affirming than the perceptions of leaders in schools that were identified
as less effective. Their analysis
revealed that effective leadership behaviors prove effective, regardless of the
gender of the leader. Participants in the follow-up interviews praised the
efforts of effective leaders without regard to gender. Thus, effective leadership
characteristics considered helpful in the creation of successful organizations
were not based on the leader’s gender (p, 46).
Based on the results from the study, the researchers
believe educational leaders have the power to positively create an effective
learning organization. Therefore, teacher
and instructional leadership preparation programs should explicitly implement invitational
leadership theory within their curriculum. Another implication for future practice can be
derived from the invitational leadership’s assumption of intentionality. Citing Stillion and Siegel’s recommendation for
all leaders becoming “well-versed in the issue of intentionality” (2005, p. 9),
it is reasonable to advance the definition presented by Day, et. al., (2001), whereby
intentionality is “a decision to purposely act in a certain way, to achieve and
carry out a set goal” (p.34).
Crucial to optimizing vocational success, the novice
teacher and instructional leaders should become fully aware of her or his educational
philosophy. Self-awareness is an element
of emotional intelligence. Self-awareness of one’s educational
philosophy increases understanding of the potential for a successful fit within
the defined system.
Seventy
percent of the time, people with average IQs outperform those with the highest
IQ (Bradberry & Greaves, 2010).
Emotional intelligence (EI) seems to be a critical factor explaining
this anomaly. EI is comprised of four core skills
paired under two primary competencies: personal competence and social
competence. Personal competence includes one’s self-awareness and self-management skills. Highly developed self-awareness skills allow accurate perception of your emotions
and the ability to remain aware of them as they happen. Since emotional
reactions to events occur before rational thought is able to engage, developing
emotional intelligence, especially increasing self-awareness skills, results in
more effective interaction between the rational and emotional areas of one’s
brain.
Early in
their professional development, teacher candidates are encouraged to name and
claim their philosophy of education. While most candidates view the first-year
task of naming and claiming their personal educational philosophy a burdensome assignment, this early
connection to one or more schools of educational philosophy can help the candidate later match
her passions and beliefs with a system that will nurture rather than corrupt
these passions and beliefs. When this connection is encouraged through explicit
mentorship, the experienced educator passes on a great gift: Freedom for the
teacher candidate to act like an entrepreneur and wisely choose the best system
for utilizing and implementing the passions and beliefs that promote best
practices!
An
effective educator/mentor within an innovative
teacher preparation program
seeks to own this wonderful opportunity. The lessons presented during a program
of professional development facilitated by such effective educators then fan
the flames of freedom rather than the mere pursuit of licensure and acceptance
of any available job. Thus, by actively encouraging ownership of one's
educational philosophy, the teacher preparation program ensures the teacher
candidate’s philosophical foundation girds other leading indicators of success. There is then greater likelihood
that the trailing indicator of success will shift from the number of
candidates earning licensure to the quality of teachers empowered to promote
the learning for all mission within a system that will invite the novice
teacher’s success!
To Cite:
Anderson, C.J. (November
30, 2019) Intentionality and the Power of Self-Awareness Upon One’s
Educational
Philosophy. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References
Burns, G., & Martin, B. N. (2010). Examination of
the Effectiveness of Male and Female
Educational
Leaders Who Made Use of the Invitational Leadership Style of Leadership. Journal
of Invitational Theory & Practice, 1629-55. Retrieved from EBSCOhost
Yin Cheong, C. (2010). A Topology of Three-Wave Models
of Strategic Leadership in
Education. International
Studies in Educational Administration (Commonwealth Council for Educational
Administration & Management (CCEAM)), 38(1), 35-54. Retrieved from
EBSCOhost.
