8085 MOD 2 DISCUSSION 1

ANGELA NALLS

RE: Discussion 1 - Module 2

COLLAPSE

Initial Response

The first inventory that was taken was the The Leadership Motivation Assessment. I fell into the mid-range of scoring which they describe as uncertainty about leading. Their explanation for this category says with being uncertain maybe you need a nudge in the right direction or doubt your abilities and self-confidence. It also encourages to look into Transformational Leadership. The qualities listed for that are being a role mode through personal expectations, motivating others to follow personal vision, and work to raise team members up to a higher level (Mind Tools Editorial Team, 2016). I would say this assessment, although relatively simple and quick to take, is pretty accurate. I am a reluctant leader, meaning I can be one when needed, but I am not going to seek it out. Some of that definitely has to do with self-confidence, and I really prefer to work on a smaller scale with my team instead of being over large committees if I am in a leadership position. I do see myself using the Transformational leadership style most of the time, so that was spot on as well.

The second inventory I took was The EdLeader Personality Test. This one was a 40-question assessment to determine which of the nine categories is the closest to my leadership style. My leadership type on this assessment said that I was an Empath. When reading the initial explanation, I did not agree with this description at all. It said that they are the ultimate people person (I am more of an introvert) and that they want to keep every stakeholder engaged for the benefit of all. While I would love to see myself that way, I do want to keep my students engaged, but I do not feel I look to do that for all. However, when I read the detailed results, I could see why I was put into this category. Empaths contrast themselves by connecting with others, but they are not extroverted. They look at and analyze, but quantitative data is not their thing. They work behind the scenes to make things happen and people often do not realize they were a part of the process. The analysis goes on with further explanation, including what the kids see and potential pitfalls (Skyward, n.d.). I definitely connected with this assessment once I got to read all the information. It really sounded like my personality and how I work as both a teacher and leader in my school.

As previously mentioned from taking The Leadership Motivation Assessment, Transformational Leadership (or Theory) matches with my results. Although it may take time for me personally, I do make connections with others. This often results in being able to motivate change when needed. I have high expectations of myself, so I use that as an example of encouraging others to do their best especially when it is something our team needs to accomplish. In earlier discussions, I thought I might combine Transformational Theory with Transactional Theory for when a final decision must be made. However, after learning more about them and myself, I believe I lean more towards the Contingency or Situational Theories which state that the leadership style changes with the circumstances (Amanchukwu, 2015). I believe it’s important to have the relationship part of being a leader, but you must be flexible in each situation that occurs to make the best and most effective decisions.

All leaders have principles they embody. Sometimes they are intentional and other times they are a natural part of the leader’s personality. The following principles are relevant to the field of early childhood education:

Lead by example.

Be human and admit mistakes.

Understand the value of listening.

Promote diversity.

Work together to achieve more (Indeed Editorial Team, 2021).

These are all important characteristics students can learn to follow and even act on themselves. They should always try to do their best but admit when they are wrong. Being your authentic self makes others understand it is okay to not be perfect. Communication is a two-way street. You must listen to learn about others and their ideas. This helps create relationships, learn about new and diverse background experiences, and can generate great collaboration. In fact, working together with an open mind will often provide greater and more diverse outcomes with fresh perspectives. If we, as leaders, promote these principles by example, our students will most likely emulate them and become better people and leaders themselves.

I believe I try to follow each of these principles whenever I am planning, teaching, and collaborating with others. I think my strengths are leading by example, admitting mistakes, and listening to others. I do not work with a diverse population of teachers, but I love learning about other cultures from my students and finding ways to include diversity within the curriculum. However, I think it would be beneficial to learn from other teacher perspectives to enhance my understanding as well. Another area I could work on would be collaboration. Our grade levels collaborate weekly in PLCs, and I enjoy learning new strategies other teachers are using. Unfortunately, due to time constraints, we do not get much time beyond that to share ideas except in passing. It would be beneficial to all if we had more time to share ideas and learn from each other.

References

Amanchukwu, R.N., Stanley, G.J., & Ololube, N.P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14. http://site.iugaza.edu.ps/hsoofi/files/2016/08/A-Review-of-Leadership-Theories.pdf

Indeed Editorial Team. (2021, June 9). 11 Effective leadership principles. Indeed. https://www.indeed.com/career-advice/career-development/leadership-principles

Mind Tools Editorial Team. (2016). The leadership motivation assessment. https://www.mindtools.com/pages/article/newLDR_01.htm

Skyward. (n.d.). The EdLeader personality test. https://www.skyward.com/leadershiptest#Julie Wright

RESPONSE 2 Julie Wrght initial post RE: Discussion 1 - Module 2

COLLAPSE

This week, I tried several leadership inventories. My husband’s company uses the Myers-Briggs Type Indicator (MBTI) and speaks of it highly as a way of learning about one’s personality traits and skills that can be called upon to enhance work performance (Theodore, 2021b). I also completed the Leadership Motivation Assessment (Mind Tools, 2022), the EdLeader Personality Test (Skyward, 2022), and the Trust Quotient Self-Diagnostic Test (Trusted Advisor Associates, 2022). I found similarities and differences in the results of each assessment.

The MBTI (Theodore, 2021b) was free and relatively quick to complete. The results indicated that I am the ESTJ personality type. ESTJ stands for extrovert, sensing, thinking, and judgment. ESTJs make great executives and school administrators (Theodore, 2021a) because they can make big decisions, prioritize logic over gut reactions, work well under pressure, and use knowledge and experience to find new solutions with a creative approach. For the most part, I would agree with this personality type with one exception. I don’t always make the best judgments, especially when I feel rushed or pressured.

The Trust Quotient Self-Diagnostic Test (Trusted Advisor Associates, 2022) further described my personality which may help me zero in on my leadership style and preferences by identifying several strengths as well as areas for improvement. My results showed strengths in self-orientation and credibility. I focus on others’ goals and interact with them from a perspective of curiosity rather than fear or blaming. People believe that I demonstrate my expertise and communicate that in ways that help them relate to my message. I would agree that I do focus on others’ needs. I never try to intimidate or blame. Instead, I listen and observe first and ask what help they need to set and achieve small goals. However, I have found that some people perceive my actions differently. Some close colleagues suggest that they may be intimidated by my work ethic and educational goals. The results indicated one area for improvement is intimacy. This would align with my last statement about some perceptions of me. Suggestions for growth in this capacity include avoiding gossip, observing others, asking how they feel, and helping people feel that anything they share with me is confidential (Trusted Advisor Associates, 2022).

Next, I tried the Leadership Motivation Assessment (Mind Tools, 2022). This tool was also free and easy to use. My total score was 57 which indicates that I have strong motivation to lead. My score was at the bottom of the range of 56-70 which might indicate that I am just now growing into my potential to lead in the near future. I would agree with that assessment. In fact, I have an interview for a position in my school district tomorrow. I am hoping to move from the classroom into curriculum supervision. I have interviewed for this position twice before over the last 10 years, but I am hopeful that this course along with others in my doctoral journey will help me stand out more than my competitors this time.

Finally, I took the EdLeader Personality Test (Skyward, 2022). I was drawn to this one because it specifically searched for qualities that are applicable to the field of education. This assessment identified me as an Empath. This suggests that I prioritize the power of the collective, inspire others from behind the scenes, anticipate potential problems, and keep stakeholders engaged for the benefit of the larger school community. In the classroom, an empath often makes students feel understood and appreciated. He or she can get even the most stubborn student to smile. So far, I do feel that this description is a good match for me. However, the summary went on to suggest that an empath connects well with anyone although he/she is not usually an extrovert. This goes against the findings of the Myers-Briggs and the Trust Quotient Self-Diagnostic tests. The EdLeader tool also suggested that an empath is usually one of the quieter people in the room but he/she can be quite persuasive when the time is right (Skyward, 2022). I do enjoy the art of persuasion, yet I am rarely the quietest person in the room.

Overall, I think each of these tools offered guidance that helps me consider what type of leader I hope to become. A leader must be able to motivate and inspire people to deliver a vision. We all have unique qualities that can help us achieve that goal in different ways. The Mind Tools website (2022) identified four core leadership theory groups. Trait theories consider what makes a person a good leader. Qualities like integrity, empathy, assertiveness, and likeability are important. Behavioral theories look at what good leaders do. Autocratic leaders make quick decisions without consulting others. Democratic leaders consider others’ input before making decisions. Laissez-faire leaders allow the team to make many decisions with the knowledge that they are highly capable. Contingency theories suggest that the best leadership style depends on the situation and may change as needed. Power and influence theories search for the source of the leader’s power. Transactional leaders fall into this group as they design task and reward structures, plan how to achieve goals, and lead by example.

The results from my leadership inventories suggest that I exhibit qualities from each of these theories. After some reflection, here are a few leadership principles I believe are relevant to early childhood education.

Listen hard and talk softly. Educational leaders who tell teachers what to do without hearing and understanding their perspectives are not likely to have strong buy-in.

Trust teachers to be professionals without micromanaging every little detail. Showing respect to teachers’ efforts and innovations will go a long way in building staff morale.

Come out of the office. It is important to come out to visit those out in the “trenches” to see for yourself how initiatives are working and talk with the staff. Leaders who do this are more approachable. Teachers may be more willing to support their directives as a result.

Be positive. Start with the hamburger approach. Offer a compliment or recognition first. Rather than focusing on the negative, discuss what is working before making judgments. Share observations of what may not be working and encourage the teacher to engage together in brainstorming possible solutions.

I feel that I am very strong with respect to qualities 2-4. I would take a proactive approach and try to be seen as often as possible. I believe that many of our current supervisory leaders are not visible and often focus on what is wrong rather than highlighting positives first. If I am lucky enough to get an offer from tomorrow’s interview, I will work hard on improving my likeability skills. Listening carefully and talking less will help me achieve that goal. Sometimes people don’t want to be told what to do or have all of their decisions made for them. It can make all the difference in the world when we feel like we have been heard and seen.

References

Mind Tools. (2022). Core leadership theories: Learning the foundations of leadership. Management Training and Leadership Training - Online. https://www.mindtools.com/pages/article/leadership-theories.htm

Skyward. (2022). The EdLeader personality test. https://www.skyward.com/leadershiptest#

Theodore, T. (2021a). ESTJ – Executive (Description + functions + examples). Practical Psychology. https://practicalpie.com/estj/

Theodore, T. (2021b). Myers-Briggs test (5 Mins) [Free quiz]. Practical Psychology. https://practicalpie.com/myers-briggs-type-indicator/

Trusted Advisor Associates. (2022). Trust quotient self-diagnostic test: Your strengths & opportunities for improvement. TrustSuite. https://trustsuite.trustedadvisor.com/visitor_test_sessions/357821/free_results/2