Intentionality and the Power of Self-Awareness Upon One’s Educational Philosophy

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.