The achievement of learners and educational institutions is greatly influenced by school leadership. A leadership position today not only involves authority but is also based on cooperation within a team guided by the leader and on connecting with the group in order to encourage development and progress. With this type of collective, or shared, leadership, efforts are shared to achieve a common goal.
Leadership in the classroom takes the form of administrators, instructors, and student leaders who shape the ethos and trajectory of their respective institutions. If we take principals as an example, they spearhead this movement by coordinating the needs of faculty and students with the school’s stated purpose and objectives. Their actions impact teachers’ curriculum, school culture, and professional development.
Corrigan and Merry (2022) found that teachers also take on leadership responsibilities inside their departments and classes. Beyond the classroom, they help students develop their character, think critically, and succeed academically. They encourage students to take charge of their education and to own up to their mistakes by setting a good example.
Transformational leadership affects employees’ attitudes, behaviors, and general organizational assumptions. Typically, transformational and transactional leadership are investigated in studies comparing leadership styles (Xie et al., 2019). Human capital is the principal asset of any education system. It includes the knowledge and skills of different stakeholders, such as researchers, students, faculties, and staff. Teachers’ involvement in their work and schools will increase because of transformational leaders’ actions in classrooms (Park et al., 2016).
School leadership covers the training of both teachers and learners. Sustained advanced knowledge is a key aspect of helping teachers to respond to changing expectations and to develop their professional skills. Leadership practices of school administrators have a significant effect on teacher engagement, efficiency, productivity, and better educational achievement.
REFERENCES
Corrigan, J., & Merry, M. (2022). Principal leadership in a time of change. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.897620
Heenan, I. W., De Paor, D., Lafferty, N., & McNamara, P. M. (2023b). The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International literature. Societies, 13(6), 133. https://doi.org/10.3390/soc13060133
Xie, Q., Wu, B., Li, J., Xu, C., Li, H., Luginbuhl, D. J., et al. (2019). Transsynaptic fish-lips signaling prevents misconnections between nonsynaptic partner olfactory neurons. Proc. Natl. Acad. Sci. 116, 16068–16073. doi: 10.1073/pnas.1905832116
