They matter to the organisation they are in, to the people they serve, to the goals they are seeking to achieve. And while this may be a 'truism' at a general level, there is clear evidence that this is true in schools. Schools need leaders (both those in formal and informal roles), and schools with good leaders are better places for our young people. In fact, certain leadership practices have been linked to better outcomes for young people from all backgrounds.
For leaders to be effective they require access to a toolkit of understandings, skills, resources and supports that is fit for the context they are leading in. Many of these 'tools' are carried in leaders heads, or are on the end of the phone, or on their bookshelves, or a part of their online support network. But one of the greatest of these tools (if you can call it that) that leaders have at their disposal are the relationships they are able to form with those around them. These relationships form the 'glue' that takes them through the good and the bad, the times when things are going smoothly, and when they are not.
The Leadership Best Evidence Synthesis (BES) written by Robinson, Hohepa and Lloyd call this aspect of leadership relational trust (see chapter 8). Relational trust can be strengthened or weakened. Gained or lost. And the effects of high or low trust have a real impact on teacher and community engagement / motivation, and ultimately students' academic outcomes. The BES delves into the qualities and leadership practices required to strengthen relational trust. But it is no surprise that the integrity, competence and skills such as listening and problem solving of leaders are critical. The diagram below comes from the BES and illustrates how relational trust works.
I believe in leaders and the important role they play.
We need to find better ways to support our leaders and the changes they are seeking to lead for the good of our young people. We also need to find ways of better spreading ideas and innovations that are taking place in our schools. In this way our leaders will have access to an even broader toolkit to foster learning environments focussed on growing the confident and connected students we all seek.
