‘Ultimately, effective leadership is not confined to those with titles; it’s an inclusive and evolving practice that prioritises the needs of others, supports their growth, and fosters adaptability in the face of change.’ In our first reader submission for 2025, Brisbane-based senior teacher Jessica J Griffin reflects on her own leadership practice and philosophy, and how this has changed over the course of her career.
In my journey within the education sector, my leadership approach has transformed, shaped by significant experiences, challenges, and a deep dive into reflective practice.
Moving from an authoritative to a collaborative, servant-focused approach, I’ve learned that true leadership is about empowering others and fostering a community of mutual respect and support.
Rethinking leadership identity – moving beyond authority
At the beginning of my teaching career, I equated leadership with authority. My approach, like that of many early-career educators, leaned toward strict discipline and maintaining control, especially in relation to student behaviour management. On reflection, this perspective was shaped by my experiences with authoritative principals, who believed a strong leader was one who could command order and compliance.
Leadership, in my mind, meant keeping things running smoothly, holding a formal position of power, and enforcing structure. This began to shift as I observed the varying impacts of different leadership styles on school culture and morale.
One pivotal experience was working under a principal who implemented positive behaviour reinforcement with students, as opposed to punitive measures. Initially, this was challenging – I worried that this approach could be perceived as ‘soft’ and that it might reduce respect for authority and lead to an unmanageable classroom environment. However, I soon noticed that positive reinforcement fostered a respectful, supportive and cooperative culture where students felt seen and valued, leading to improved behaviour and engagement over time. This approach demonstrated to me that effective leadership could be rooted in influence and support, not just authority.
Cognitive dissonance – embracing servant leadership principles
A significant challenge in my leadership journey in relation to colleagues was reconciling my previous reliance on authority with the principles of servant leadership, as espoused by Robert Greenleaf (1977). Servant leadership proposes leaders should focus on the needs of others, fostering a supportive environment where team cohesion and collective performance flourish.
On reflection, this concept was initially difficult for me to accept. I was accustomed to equating leadership with maintaining structure, but the idea of prioritising empathy and empowerment over authority required a fundamental shift in my approach.
The shift towards servant leadership was reinforced by my experiences leading pre-service teachers. As I prioritised their development and wellbeing, I began to see firsthand how servant leadership could foster both individual and collective growth. Providing mentorship, guiding them through challenging moments, and creating an environment where they felt empowered to take initiative, helped me recognise that supporting others doesn’t weaken authority; it strengthens trust, loyalty, and motivation.
By viewing leadership as a means to uplift, rather than control, I found my role as a leader both more fulfilling and more impactful.
Informal leadership and the power of influence
One of the most powerful lessons I’ve learned is that effective leadership is not always linked to formal titles or positions. Early in my career, I believed that leadership was the domain of principals, deputies, and heads of departments. However, as I progressed, I noticed that the most influential people in a school environment are often those who lead through informal mentorship, empathy, and a commitment to the school’s values.
Research by Sun (2016), and Sinha and Hanuscin (2017) support this, emphasising that leadership identity is often co-constructed through social interactions and collaborative relationships, rather than being defined solely by a job title. This resonates with my own experience mentoring pre-service teachers and supporting colleagues through informal leadership.
By investing in the growth of others and advocating for positive practices, I found myself making meaningful contributions to our school culture, even outside of formal leadership roles. During this time, I served as the Learning Leader for my year-level team. I provided modelled lessons, and offered feedback to colleagues upon request, and provided professional development in year level meetings. These efforts included both behaviour management strategies and curriculum-focused support, particularly in reading instruction. Through these initiatives, I demonstrated that leadership is not solely defined by title but by the ability to inspire and empower others within the school community.
This approach also allowed me to cultivate a culture of shared leadership, where the focus shifted from ‘leading’ to ‘empowering’, fostering a sense of ownership and accountability each person I mentored, whether formally, or informally.
Reflexive practice – a key to growth and adaptability
Incorporating reflexive practice into my leadership approach has been one of the most transformative aspects of my journey. Reflexivity, as defined by Ryan and Loughland (2020), is the continuous process of self-assessment and adaptation. This practice allows leaders to remain adaptable, responsive, and aligned with the evolving needs of their communities.
By engaging in reflexive practice, I learned to examine my own beliefs, values, and actions, ensuring they matched my evolving understanding of effective leadership.
One particular period of growth occurred during a time of high turnover within our school. As I transitioned into an acting Head of Department role in Behaviour, I was confronted with the challenge of maintaining stability while adapting to new responsibilities.
Reflexive practice became essential during this time, as it allowed me to assess the needs of my team and adjust my approach based on their feedback and the immediate demands of the role. Engaging in regular self-reflection also helped me to maintain an ethical and empathetic approach, ensuring that my actions were aligned with the school’s values and the collective goals of our team.
Academics such as Grint (2007) and Archer (2012) emphasise that reflexivity fosters a deeper understanding of one’s role within the broader educational context, promoting practical wisdom and ethical decision making. This perspective aligns with my experience, as I found that reflexive practice not only improved my adaptability but also enhanced my ability to make decisions that considered the diverse needs of our school community.
For me, engaging in continuous reflection has also reinforced that effective leadership is not about having all the answers; it’s about remaining open, adaptable, and responsive to the challenges we face.
Toward a dynamic and inclusive leadership identity
Reflecting on my leadership journey, I now see leadership as a dynamic, multifaceted identity that is deeply tied to one’s relationships, values, and ongoing growth.
Moving away from traditional notions of authority has allowed me to embrace a leadership style that is more collaborative, empathetic, and resilient. As I continue to grow, my goal is to cultivate a school culture where shared leadership is the norm, and everyone feels empowered to contribute to our community’s success.
Ultimately, effective leadership is not confined to those with titles; it’s an inclusive and evolving practice that prioritises the needs of others, supports their growth, and fosters adaptability in the face of change.
My journey has taught me that true leadership is about creating spaces where all members of the school community feel valued, empowered, and capable of contributing to a shared vision.
In education, where collaboration and community are essential, I believe that embracing collaborative and servant leadership can transform not only the leader but also the culture and outcomes of the entire school.
References and related reading
Archer, M.S. (2012). The reflexive imperative in late modernity. Cambridge University Press.
De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38(4), 395-416. https://doi.org/10.1080/13632434.2017.1411902
Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
Grint, K. (2007). Learning to lead: can Aristotle help us find the road to wisdom? Leadership, 3(2), 231-246. https://doi.org/10.1177/1742715007076215
Ryan, M., & Loughland, T. (2020). Preparing teachers for reflexive leadership roles in schools. Journal of Education for Teaching, 46(5), 676-689. https://doi.org/10.1080/02607476.2020.1771172
Sinha, S., & Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case study. Teaching and Teacher Education, 63, 356-371. https://doi.org/10.1016/j.tate.2017.01.004
Sun, P. (2016). Discourse and identity: Leader identity at work. Routledge. https://doi.org/10.4324/9781315739854
On your own, or with colleagues, take some time to reflect on your practice:
How do you show leadership to staff and students in your current role?
How would you describe your leadership philosophy to others?
Has your approach to leadership changed over the course of your career?