Developing qualities of leadership in students: how teacher modelling of leadership is an under-used resource

Teaching, by necessity, encompasses a position of authority, a position of knowledge and, ultimately, a position of power that seems to be opposed to the development of leadership in students. This is because to lead is to serve. Teachers do serve, but this service is bound into layers of authority and practices of education, that it would often be difficult for a student to recognise. Superficially, the paradigms are conflicting. Hence the questions are how a student can appreciate any modelling of leadership demonstrated by a teacher and how a teacher, ultimately the authority figure, can model leadership?

Schools and colleges all incorporate into their mission statements in some way, ‘developing leadership potential’ and  all schools and colleges do strive to develop leadership potential with conferences, leadership election systems, assigned task for leaders and, often, complex rankings of insignias of office. But does this develop real leadership? Does this bring to the fore those who really have leadership potential? And shouldn’t a school be aiming to foster leadership in all students, just as it aims to develop literacy and numeracy because isn’t developing leadership, developing the personal integrity of each individual, the moral stature, the belief in creating the best possible world and the excitement, enthusiasm and determination to ‘make  a difference.’ And, if this is what leadership is, it can be fostered, encouraged, learned and, therefore, taught. A powerful form of teaching is modelling and good teachers are good models of leadership.

The best leaders are very effective communicators. They have a high sense of self-regard, are reliable, trustworthy, can empathise with others and have a high level of social skills. However, the critical weight here is to display these qualities, to be genuine. Good leaders are genuine and charismatic. Good teachers are genuine and charismatic. Good leaders are passionate, committed and seek to move others to a well-evaluated goal. Good teachers are passionate, committed and seek to move their student to a well-evaluated goals: knowledge and understanding. This discussion is not, however, about what makes a good leader, because there are many discussions on this topic of leadership from Machiavelli’s The Prince to modern leadership courses. This is to focus on how teachers, in an essentially authoritarian context, can model good leadership.

The principles of good teaching are the principles of good leadership because teachers, good teachers, are essentially, good leaders, in the areas of communication, knowledge, values and support. Good teachers serve their students, their organisation and their community. The teaching profession needs to articulate and promote the nexus between good teachers and good leaders because good teachers are not always aware that they are also modelling good leadership principles. Teachers need to reflect, articulate, impart and encourage reflection in the students under their guidance as this will foster good leadership principles in students.

Leaders are role models. Teachers are role models. Too often, teacher modelling is an accepted but overlooked resource, yet it is a ubiquitous resource. Teacher modelling of leadership, with time for teachers to discuss and reflect with students on the behaviours they exhibit, is a readily available resource in all schools and colleges and a logical foundation stone for all student leadership courses.

ABOUT THE AUTHOR

Ms Deirdre Coleman is Dean of Students 7-9 at Presbyterian Ladies’ College, in Sydney, New South Wales, Australia.

 

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