3 minutes
The type of management practiced in educational institutions has changed enormously in recent years. It has shifted from an exclusively top-down approach, with a heavy burden on management when making decisions and striving to move projects forward, toward a more horizontal approach. In this horizontal approach, tasks and responsibilities are shared in an effort to involve the whole team, although management retains its authority. This type of management, being introduced in educational institutions and many businesses as well, encourages leadership based on participation and teamwork.
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In this sense, the concept of leadership also takes a significant turn, moving from authority to a capacity for interpersonal influence that seeks to guide, lead, and show the way to all members of the educational community. This leadership focuses more on individuals and their emotions than on results. To achieve this, one should embrace "Transformational Leadership" (Bernard M. Bass, 1985), whose requirements are:
Having charisma
Enough to inspire enthusiasm and convey confidence and respect. Leaders must also be honest and consistent. Many managers tend to demand things they themselves do not put into practice.
Individual consideration.
It is very important to give personal attention to every member of the educational community and make them feel that they matter and their work is valued. One must also strive to behave empathetically.
A principal must be honest and consistent, and give personal attention to each member so they feel they matter and their work is valued.
Intellectual stimulation.
A positive leader must be able to cognitively stimulate the people who work with them. It is not just about giving orders, but about getting involved in solving problems and accepting new approaches to old problems. It is important to give the team the opportunity to share ideas and participate in situations that need resolving. This enriches potential solutions and also encourages participation and involvement from every employee. Likewise, emphasizing analytical intelligence is essential, but emotional management must also be developed for each person's well-being, alongside a good working environment.
Inspiration
A leader must always project optimism and enthusiasm, even when circumstances are not favorable. They must also spread positivity and excitement to prevent a lack of motivation, worry, or weakness within the team. Similarly, they must be able to keep the group consistently involved in the institution and inspire enthusiasm for the project, always with a vision of the future.
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Psychological tolerance.
Leadership brings many motivations and hopes, but also complications, difficulties, and setbacks: the pressure of deadlines, achieving goals, and giving personal attention to the team, families, and students can create significant stress that must be overcome. Leaders must be able to use a sense of humor to resolve certain conflicts or navigate uncomfortable moments. They must also be tolerant and lenient toward mistakes. They cannot always be in a bad mood or constantly confront others over mistakes that arise. Mistakes should be viewed positively because they mean people are trying, and trying means moving forward. When mistakes occur, the cause should be analyzed and appropriate solutions implemented.
Participation.
The aim is to build shared leadership based on a culture of participation. This means creating conditions for participation and believing in teamwork as a strategy that produces synergies. It means involving the educational community.
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In conclusion, good leaders need not hold a management position, but they must have certain technical capabilities, communication skills, the ability to manage conflict, and total dedication to the mission. Most importantly, they must give personalized attention to each team member and bring out the best in them by helping them grow.