Week 5 & 6 | Education homework help

EDUC 610 M.Ed. Educational Leadership

Subsection Title Theories of educational leadership and management 208

Subsection Title Leadership for flourishing in educational contexts 358

Week 4. Title Myers-Briggs Personality Type Indicator 297

Subsection Title Global trends and challenges for school leaders 21

Subsection Title Leadership reflections: Leadership skills for management 674

Week 5. Title

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Week 6. Title

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References……….……

Appendix Title

My personal identity according to the Myers-Briggs four letter code is INTJ. I for Introverted (due to the focus on internal processing rather than external stimuli). N for Intuition (as the primary way of processing information). T for Thinking (in decision-making and problem-solving). J for Judging (due to a preference for structure and planning). This is because I am analytical, strategic, future-oriented, and prefer organized systems. Based on the four-letter code, my car model would be as follows: Driver (Dominant Function): Introverted Intuition (Ni). Co-Driver (Auxiliary Function): Extraverted Thinking (Te). Supporting Passengers (Tertiary and Inferior Functions): Introverted Feeling (Fi) and Extraverted sensing (Se).

Leadership Style

My leadership style is often deliberate, analytical, and forward-thinking. Social role theory posits that individuals behave in ways that align with the expectations of their gender roles in society. This theory suggests that societal expectations and norms shape the behaviors, attitudes, and traits associated with each gender. In the context of leadership, social role theory suggests that women leaders may exhibit more “feminine” traits such as empathy, collaboration, and nurturing, which are traditionally associated with their gender role. On the other hand, men may exhibit more “masculine” traits such as assertiveness, competitiveness, and independence. The Myers-Briggs Personality Type (MBTI) is a self-report questionnaire designed to identify individuals’ personality types based on four dichotomies: extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving.

1. Extraversion/Introversion: This dichotomy might relate to how a leader interacts with their team. An extraverted female leader might be more collaborative and open, while an introverted female leader might be more reserved and reflective.

2. Sensing/Intuition: This could relate to how a leader makes decisions. A sensing female leader might rely on concrete facts and details, while an intuitive leader might rely more on patterns and possibilities.

3. Thinking/Feeling: This dichotomy might relate to how a leader makes decisions. A thinking female leader might make decisions based on logic and objective analysis, while a feeling leader might make decisions based on personal values and the impact on others.

4. Judging/Perceiving: This could relate to how a leader organizes their world. A judging female leader might prefer structure and planning, while a perceiving leader might prefer flexibility and spontaneity.

. Myers-Briggs Personality Type Indicator

Organization is another key competency for school leaders. School leaders usually manage voluminous information. Therefore, the ability to operate organizationally and keep track of their tasks is crucial. Teamwork is also essential for educational leaders. Teamwork is vital for school leaders since they rely on their staff to fulfill their objectives. Furthermore, educational leaders need to be emotionally intelligent. This is vital for school leaders because they regularly deal with a wide spectrum of emotions. School bodies are complicated social systems comprised of individuals from varied backgrounds, and instructors and students are frequently under pressure. Emotional intelligence allows school leaders to manage the school system better (Day & Gorgen, 2020). Emotional intelligence also enables school leaders to regulate their emotions and behave productively under challenging circumstances. Lastly, school leaders need to be analytical and creative. A person who possesses both analytical and creative thinking abilities is capable of presenting novel and inventive ideas.

Among the competencies highlighted, I possess thinking, organization, emotional intelligence, teamwork, analytical, and creativity skills. However, I need to develop my communication skills. I understand that effective communication skills enable leaders to clearly convey their ideas, inspiring and empowering others. Effective communication is critical to leadership effectiveness because it fosters rapport, trust, and inspires collaboration toward a common objective (Bush, 2020). I also need to be more sociable (extroverted). According to Bush (2020), successful school leadership requires fostering positive relationships with all school community members. When school leaders develop a positive relationship with the school staff and students, they can effectively express expectations and give assistance.

Reference

In addition, I need to improve my organizational management skills. School leaders are responsible for redesigning their organizations to guarantee that circumstances facilitate rather than impede teaching and learning (Ruben et al., 2023). Organizational management involves managing resources efficiently, including budgeting and personnel, and creating a positive school culture and environment.

I can enroll in a professional development program to enhance my knowledge and skills to reach my improvement goals. This includes workshops and conferences focusing on standards and competencies I aim to improve. I can also seek direction from experienced school leaders and learn from their experiences and insights. Lastly, I can engage with peers who may share experiences and insights that can broaden my perspective.

References

Educational Leadership Journal 4

The future shortage of educational leaders is a pressing issue that should be adequately addressed before it is too late. Educational leaders are currently confronted with a more intricate and challenging array of responsibilities, which encompass managing budgetary constraints, integrating new technologies, and attending to the different requirements of students. Burnout is also a significant issue. Educational leaders typically encounter demanding tasks, complex challenges, and numerous duties that have the potential to negatively impact their physical and mental wellness (Day et al., 2020). Burnout is a prevalent concern among educational leaders; nevertheless, it is possible to prevent or mitigate its effects by adhering to a series of critical measures. Burnout and the factors mentioned above are some of the reasons people are currently reluctant to take on leadership positions within the education sector.

Based on my MBTI inventory results, I believe I am prepared to become an educational leader. My leadership style is often deliberate, analytical, and forward-thinking. I always think critically, which is crucial to decision-making and problem-solving. Critical thinking empowers leaders to conduct thorough evaluations of situations, consider the advantages and disadvantages, and determine the most optimal course of action (Earley, 2016). Proficient leaders ensure that their decisions are in accordance with the organization’s objectives and foster progress by conducting comprehensive analyses of information and contemplating potential consequences.

As per the MBTI inventory results, I identify as an introvert, implying I am a reserved and reflective leader. I need to improve my interpersonal skills so I can balance introversion and extroversion. According to Farrell (2017), extroverted leaders excel at developing social connections and fervently advocating for their ideas and visions, whereas introverted leaders excel at listening, contemplating, and engaging in thoughtful analysis. Unquestionably, irrespective of the predominant personality type an individual identifies with, each of these skills is indispensably critical for effective leadership.

Continuous self-reflection and a lifelong learning commitment can make me an effective school leader. I can gain insightful information on leadership by engaging with training materials and attending various leadership seminars. Ongoing assessment of my strengths and weaknesses can help me identify areas that need improvement as I work towards becoming a successful school leader.

References

Day, C., Sammons, P., & Gorgen, K. (2020). Successful School Leadership. 
Education development trust.

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