The Reflection Of Leadership As An Educational Lives

Over the duration of this course, we’ve talked about leadership and what it means to be a successful, inviting leader. According to Novak, Armstrong, and Brown, in the book Leading for Educational Lives, “Leading is about communicating and orchestrating a compelling vision for developing the rich context for such lives” (Novak, Armstrong, & Brown, 2014, p. 3). Here Novak et al. talks about leadership as the whole man whereby leaders are called to lead in every facet of their lives. Leadership should not be limited to the roles played organizagtions where one receives compensation for work, but leadership should be multi-faceted. Educational leaders have the great task of leading instructors, custodian, parents, and students beyond the walls of

Leadership can be considered as an art, a slow waltz bewtween the leader and the follower. It takes self confidence and assurance in your abilities to lead and have people follow your leadership. Leading encompasses more than giving direction, but also seeking out the best road to take in accomplishing the organization’s objectives. To do this, leaders must be cognizant of their own capablities, as Evans (2001) stated: “authentic leaders are distinguished not by their techniques or styles but by their integrity and savvy” (Evans as cited in Novak, Armstrong, & Brown, 2014, p. 40). Integrity is a key compnonent of a great leader as honesty and truthfulness must never be a wavering trait. Integrity deals with the character of a person, people trust leaders who are constantly forthright regardless of their circumstances. This is a key concept in undertsanding self-systems and their relation to the “me’s: self-as-object” surrounding the “I: self-as-subject” and their link to self esteem (Novak, Armstrong, & Brown, 2014, p. 46). I concur with Novak et al. that understanding how you relate to yourself