Reflecting on Core Values in Leadership
EDLD 7038 - Leadership for Social Justice
University of Cincinna
Introduction
In my position at my kura, I am a primary classroom teacher. I have previously been in a store
manager role before becoming a classroom teacher. This assignment invites me to reflect on
the values with that my actions are strongly aligned. Through introspection and reflection, I
have discovered that my core values include integrity, empathy, energy and accountability. In
my school, I am a primary school teacher and this is the platform that I have used to attain
feedback about my actions and the way they align with my values from the perspectives of my
team. In this assignment, I will be discussing my core values and the pivotal experiences that
have shaped my values.
Integrity
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
Integrity is a value that resonates strongly with me, as it has helped to shape me into the person
I am today. Having integrity means living in accordance with your values and having strong
moral principles. When someone has integrity it means they are trustworthy, they respect
themselves and they are accountable for their actions (Thoms, 2008). This is why I believe
integrity is an essential quality for leaders, as it affects the trust and credibility they have with
their followers. This is because their actions align with their words and influence the values
and actions of others (Palanski & Yammarino, 2009). Having integrity helps to build a strong
foundation of trust, honesty and high standards for organizations.
As a beginning teacher, I had a pivotal experience that highlighted the importance of integrity
to me. My mentor teacher was not a positive role model and created a very confrontational and
uncomfortable environment. She was very temperamental, unapproachable and was not
accountable for her actions when she made a mistake. This experience challenged my integrity,
as I saw her as a leader in my learning journey and trusted her to take responsibility for her
role. I have always valued and respected teachers and mentors, but I quickly realised that she
lacked professionalism and her actions were unethical. For example, my mentor used our
meeting time as an opportunity to reveal her personal opinions on other staff members and the
leadership team, explain how it was unfair that her class had a lot more children with
behavioural issues than mine and constantly suppress any issues I raised. To be mentored by
an individual that did not demonstrate the qualities I believe a mentor should have was very a
confronting experience. Knowing that she was given this role in the school, challenged the
integrity of the whole organization for me.
Having integrity and aligning your actions with your moral principles is an essential quality I
believe a good leader should have. It supports the influence a leader has on the people around
them and helps to build a strong foundation of trust within an organization (Palmer, 1997). I
believe as a teacher it is my responsibility to model and instil integrity in my students to support
their personal growth. Parker Palmer (1997) argues “good teaching comes from the identity
and integrity of the teacher” (p.16). She explains that teachers must be willing to self-reflect
and critique their behaviour and ensure that their personal and professional values align
(Palmer, 1997). This is because we teach who we are and if we cannot be reflective, honest and
accountable for our behaviour, we can not expect our students to either (Palmer, 1997). I make
sure to support this development in my teaching practice by modelling preferred behaviour,
creating a safe and inclusive environment, encouraging ethical behaviour, promoting trust and
respect and building positive relationships. I facilitate opportunities for students to self-reflect,
provide feedback to others and discuss their personal opinions on social issues. This is to
support my students to identify their perspectives, understand their values and aligning their
actions with those values. As a teacher, I am a leader and I am aware of the strong influence on
the students around me. It is imperative that my actions align with my words to have a positive
influence, which supports the long-term success and sustainability of society.
Empathy
Another value I consider to be important is empathy. Having empathy allows an individual to
emotionally understand the perspective of others (Schumann et al., 2014). It is a powerful
predictor of things we consider to be positive behaviours that benefit society, individuals, and
relationships (Schumann et al., 2014). I believe that having empathy allows individuals to
understand the needs of people and increases their ability to be aware of emotions and thoughts.
This increases effective communication and collaboration, which is essential to a positive work
environment (Schumann et al., 2014)
Empathy relates closely to the idea of equity, and it is an essential tool for promoting a more
equitable society (Nakhid, 2009). This is because it supports us in better understanding the
injustices that marginalized communities face (Mader et al., 2010). When we can empathise
with those communities we gain a better understanding of the barriers they have experienced
in their lives and employ the right strategies to address and overcome those barriers (Gerwirtz
& Cribb, 2002). As a teacher, having empathy is an essential part of the role (Myers et al.,
2019). Myers et al, (2019) defined “teacher empathy” as “the degree to which instructors work
to deeply understand students’ personal and social situations, feel caring and concern in
response to students’ positive and negative emotions, and communicate their understanding
and caring to students through their behaviour” (p.161). It supports teachers to “understand the
student’s reaction from the inside” and develop an understanding of their personal situations
which helps teachers to build strong relationships with students (Myers et al., 2019).
My ability to induce empathy in my learning environment has been significant to the progress
my students have made. An example of this within my teaching experience was with a student
Sarah*, (pseudonym). Sarah was diagnosed with Oppositional Defiant Disorder. She had also
had quite a traumatic childhood and was still overcoming some of the challenges from her
childhood. When she started she was often defiant, argumentative and aggressive towards me
and other students. At times her behaviour was confronting and disrespectful, and this caused
me to question my teaching practice. My ability to be empathetic to her and her situation
allowed me to build a strong and trusting relationship with her. Eventually, over time, I found
her behaviour to improve and the way she treated me and the other students changed. I made
sure to model empathy and use language that supported this when she was being defiant
towards me.
Empathy in a work environment can involve being an active listener, flexible and
accommodating, supportive and appreciative of your coworkers. Madera et al., (2010) explain
that empathy is an ”emotional response that allows one person to effectively connect with
another” (p.472). My ability to induce empathy has supported me to build strong relationships
within my professional community. An example of showing empathy within my professional
community is my ability to be flexible when change occurs in our school. There are many
changes to the weekly school plan due to staff absences, weather and other interruptions. When
these changes occur I am always willing to be flexible and accommodate the changes. This
could be a change in release time, having extra students due to a class being split or taking on
extra duties and tasks. My ability to be flexible and open-minded to change to manage the
workload has meant that I am someone that others can rely on. Being able to empathize with
people is a strength of mine and I believe it is a quality any great leader should have.
Energy
Positive energy has a significant impact on productivity and employee satisfaction in the
workplace. When employees feel positive and energized, they are motivated, productive and
engaged in their work (Cooper, 2022). It can also foster creativity as employees feel more
comfortable taking risks and sharing ideas in a supportive environment. Drønnen (2022) states:
“positive emotions expand people’s attention and thinking and enable us to use several higher-
level thought processes” (p.11). Energy helps to promote positive emotions in a workplace
environment, which in turn increases productivity and engagement (Drønnen, 2022).
Within my professional community, I am capable of bringing energy by approaching work
with a positive attitude and motivating the people around me. An example of this is when I was
a store manager for a large retail company. My role required me to manage over 30 people,
ensuring they fulfilled their daily tasks and our store met the daily sales targets. During my
time as a store manager, I found that we had a significant reduction in our staff turnover rate. I
believe that the positive work environment was a main factor in this reduction, as staff members
frequently told me that they enjoyed coming to work. This supported our company financially,
as it costs the company when an employee resigns (Drønnen, 2022). This is because a company
has to advertise the position, train the new employee and experience “lower productivity for a
period” (Drønnen, 2022, p.19). Retraining staff and low productivity was something our
company had experienced due to the high rate of staff turnover. When I was assigned the role
I asked the current staff for feedback about their ideal work environment and staff culture. I
then used this feedback to develop a management style that supported their ideas. A lot of the
feedback I received from the staff related to being approachable, positive and understanding.
For me to motivate my team, I needed to create a positive work environment and my natural
positivity and energy supported me to do this. Having a positive mindset and being energetic
allowed my team to see me as an approachable, motivated and valuable leader. Being
approachable meant that staff could ask questions when they were unsure of tasks given or
needed clarity. This is essential to productivity in a workplace, as a leader needs to generate an
open and honest culture where team members can ask questions and give feedback (Swani &
Isherwood, 2019).
Leaders have a significant influence on the success of an organization. Drønnen (2022) states
that “employees are absolutely the leader’s most important assets when it comes to creating
results for their organization” (p.30). To lead a team to success, it is essential that a leader
brings energy to a work environment and influences the positive emotions felt within the
environment (Drønnen, 2022).
Accountability
The term accountability refers to the “implicit or explicit expectation that an individual may be
called upon to justify his or her actions or inactions” (Mohr et al., 2011, p.2). Accountability is
accepting responsibility for your actions and owning the outcomes of your choices, decisions,
and actions (Melo et al., 2020). As a leader, it is critical that you hold yourself accountable for
your decisions and actions, as it builds trust and credibility (Melo et al., 2020). It encourages
others to take responsibility within their role and promotes learning and growth in individuals.
Accountability is something I have always valued personally. Throughout my life, I have
learned that accepting responsibility for mistakes helps an individual to attain the trust and
respect of others. It is an act that takes a lot of courage and self-awareness and supports personal
growth (Mohr et al., 2011). It relates to the value of integrity, as holding yourself accountable
can ensure you are aligning your actions with your moral principles. Perceiving mistakes as
opportunities for growth rather than failure is the foundation of accountability (Erichsen &
Reynolds, 2020).
As a teacher, you consistently reflect and critique your practice to support your professional
growth. During this process, you must critically analyse and evaluate your experiences to
improve your teaching practice. Being reflective is an essential component of accountability in
teaching. In our school, we set yearly goals for our teaching practice, professional development
and personal growth. In previous years, teachers have not tracked their goals closely throughout
the year and have struggled to stay accountable. We decided as a collective to change the way
we set goals and now we set our goals each term. We also decided to work with another staff
member to closely support us to track and stay accountable for our goals. At the end of each
term, we evaluate our goals and reflect on our growth. This reflection supports us to critique
our progress and identify any barriers we may have faced during the term. We then use our
reflection to help us set our goals for the next term. Having strong relationships within your
professional community helps individuals to hold others accountable for their goals in a
supportive and constructive way (Erichsen & Reynolds, 2020). I have noticed that this change
in our school has encouraged staff to be more motivated and responsible for their goals
throughout the term.
Feedback
After receiving feedback from my colleagues I was able to compare their perspectives of my
actions in our work environment to my perspective. I received the feedback through both a
questionnaire and a discussion with each colleague. During a discussion with a beginning
teacher Kate*, (pseudonym) she highlighted to me that I am “always very approachable and
positive” (Kate, personal communication, March 27, 2023). She explained that I “have a very
comfortable presence and am a pleasure to be around” (Kate, personal communication, March
27, 2023). When Kate (personal communication, March 27, 2023) started at our school she
experienced days where described feeling she was not meeting our expectations. She felt as
though I was someone she could trust and confide in, knowing that “it would not be taken out
of context or shared with other staff members” (Kate, personal communication, 27 March,
2023). Kate explained that I created a “supportive space to ask questions and get feedback”
(personal communication, March 27, 2023) which helped her to overcome the worry she had
felt. Finally, when asked the about how I demonstrate integrity in my role, Kate expressed that
I “do this by being a positive role model to the tauira both inside and outside of school”
(personal communication, March 27, 2023). “You are always getting involved in activities in
our community and are someone willing to lend a hand when others need help. You practise
what you preach and that is so important for young people to see” (Kate, personal
communication, 27 March, 2023).
At my school, we work in teams. My teacher team consist of 3 other teachers. For this
assignment, I received feedback from the other middle school teacher in my team Rachel*,
(pseudonym). Rachel and I work closely together, the meetings we have together involve
planning, exchanging constructive feedback and unpacking our professional development
sessions. During our conversation about the particular values I have discussed in my
assignment, Rachel stated that I am “always the positive and bubbly person in the room”
(Rachel, personal communication, 28 March, 2023). She expressed how motivating it was for
others, as school meetings are always after school when everyone is starting to tire and lacking
motivation after their day. Regarding the value of empathy Rachel explained “you show
empathy naturally, I think it is a huge part of your personality. You are more understanding than
most when there are changes to a plan because someone is away and you are so understanding
and fair when dealing with students on their bad days” (Rachel, personal communication, 28
March, 2023).
For this assignment, I also received feedback from the Deputy Principal of my school Hannah*,
(pseudonym). Hannah explained that she believed I demonstrated the values of integrity,
empathy, energy and accountability consistently. “You are an honest and hard-working woman.
You approach all aspects of your work with professionalism and enthusiasm. The way you
connect with others is so natural and I often receive positive comments from whānau and
students about their interactions with you” (Hannah, personal communication, March 27,
2023). During my discussion with Hannah, she told me that I “exhibited the attributes of a great
leader” and considers the core values I have chosen to be “the foundation of my strong
leadership skills” (Hannah, personal communication, March 27, 2023). She pointed out the
negative experience I had with my mentor teacher and praised me on the way that I handled
the situation, explaining that the “professionalism and resilience” I showed is something I
“should be really proud of” (Hannah, personal communication, March 27, 2023).
The feedback I received from my colleagues supports me in self-reflect on my values and
understanding how they align with my being and becoming a leader. It is insightful to hear
other perspectives and compare them to my own, as it is a way of confirming and reflecting on
some of my thoughts. Hearing that my colleagues see me as a great role model and a potential
leader is motivating.
Conclusion
I believe the values I have discussed in this assignment align with my moral principles and are
essential to my future leadership opportunities. These values have played a significant role in
shaping my identity and have helped me to make important decisions in my role. Integrity has
taught me to always do what is right, even when no one is watching, while accountability has
taught me to take ownership of my actions and their consequences (Palanski & Yammarino,
2009). My value for energy has enabled me to maintain a positive outlook, even during
challenging times, and has allowed me to pursue my goals with passion and enthusiasm.
Finally, empathy has taught me to see things from others' perspectives and to treat people with
kindness and compassion. These values have shaped my relationships with others, my approach
to work and leadership, and how I navigate difficult situations.
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