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Leading with Self-Efficacy (Leading from Within) – Practical Strategies

Leading with Self-Efficacy (Leading from Within) – Practical Strategies

Mrs. Grace Baston

 

“People’s beliefs about their abilities have a profound effect on those abilities. Ability is not a fixed property; there is a huge variability in how you perform. People who have a sense of self efficacy bounce back from failures; they approach things in terms of how to handle them rather than worrying about what can go wrong.” Albert Bandura, Self-Efficacy: The Exercise of Control, 1997.

We are told that one of the most deleterious legacies of the colonial experience is a crippling self-doubt in the colonized people.  We are plagued by a lack of trust in our own ability to act effectively and even after decades of political independence, still look to powers outside ourselves for validation and the solutions to our problems. If Bandura is correct, then leaders in our Caribbean context have to confront and overcome not just a personal, but a culturally reinforced sense of insecurity, in order to arrive at the self-efficacy necessary for leadership. There are no shortcuts or simple formulas for undoing the result of centuries of indoctrination, but there are internal resources on which we can draw to nurture our confidence, our self-reliance and our faith in our own capacity to effect transformation.

The Nature of Leadership: Traits of Effective School Leaders

 

The Nature of Leadership: Traits of Effective School Leaders

Mrs. Pauline Reid

 

As educators, we have read books and examined research findings on the traits of effective school leaders; however, an effective school leader understands the difference between knowledge and wisdom. Knowledge is knowing that a tomato is not a vegetable, but a fruit; and wisdom is knowing not to include it in a fruit salad. It is therefore this writer’s objective to proffer some very practical, practicable and current realities based largely on experiential qualifications. Invariably we take up the position of school leader and we possess the requisite knowledge; but wisdom is knowing to lead in your own setting, and to construct new knowledge from your experiences. So the persons who have a wealth of experience can help to steer other leaders away from likely professional pitfalls.

Transformational Leadership: Leading From the Core

 

Transformational Leadership: Leading From the Core

Dr. Taneisha Ingleton

 

We all want to see things change. We all want to be part of something meaningful and we all want to be fulfilled in our jobs. Nobody gets up and goes to work with the intention of messing things up. Our behaviours and dispositions are often screaming one thing, ‘the need to feel valued, respected and appreciated for what we do’. How then can these seemingly simple needs be met in an organization? Who has the time or the tenacity to ensure that each worker is being valued, effective behaviours are lauded and ineffective performance is respectfully communicated and strategies for improvement employed? Seriously, whose job is it to be checking organizational temperatures, monitoring and evaluating, visioning, strategizing, anticipating and planning for change?  Isn’t it much easier to just go to work and focus on our little desks and leave? The answer to that is a resounding no. Every member of the organization has a role to play in the ethos of the workplace and the professional well-being of our colleagues. However, it takes a certain kind of leadership to set the pace and shape the culture of the organization for each member to see themselves in the big picture.