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A personal leadership statement

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dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorBulasco Flórez, Liliana María
dc.contributor.authorRodríguez Montiel, Lina Marcela
dc.date.accessioned2022-03-26T10:42:02Z
dc.date.available2022-03-26T10:42:02Z
dc.date.issued2022-03-25
dc.description.abstractFirst of all, this document starts with the meaning of leadership and empowerment and discusses the concept of empowering leadership and how important is to put in practice is to achieve goals. Individually or collectively. It summarize the tools and measuring instruments of empowering leadership. Second, on the basis of Some researches, it shows the antecedents and effectiveness as well as about this method. Finally, the implications of characterizing ourselves as empowered leaders and all the benefits and implications for us as future teacher leaders.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografíasspa
dc.description.tableofcontentsOur Leadership Profile As future leaders we visualize ourselves more as people able of preparing and learning from different bases and methodologies to know how to guide those who want to learn from our knowledge. Inspire and motivate their actions by making them see that they have the personality to do it by themselves and achieve their own ideals. “Becoming leader is being part of important process of personal and mental growing that enhance people’s behavior and thinking. Being a leader means being helpful” —Bulasco & Rodriguez, Personal Leadership Statementspa
dc.description.tableofcontentsAbstract First of all, this document starts with the meaning of leadership and empowerment and discusses the concept of empowering leadership and how important is to put in practice is to achieve goals. Individually or collectively. It summarize the tools and measuring instruments of empowering leadership. Second, on the basis of Some researches, it shows the antecedents and effectiveness as well as about this method. Finally, the implications of characterizing ourselves as empowered leaders and all the benefits and implications for us as future teacher leaders.spa
dc.description.tableofcontents1. Introduction Leader is a person who sets goals for his/her people or teammates, and then leads or rallies them to achieve those goals. Leader and Leadership are quite old terms. Stogdill (1950) leadership as "the process (act) of influencing the activities of an organized group in its efforts toward goal setting and goal achievement". This was perhaps the first effort to point out that leadership was not a mere individual trait but a process of influence upon others. Stogdill also defined the purpose of that process: "goal setting and goal achievement". Stogdill (1950) It is important for teachers to have leadership because it is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Educational leadership is fundamental because teacher leaders are facilitators within the school and can be an important element in spreading and strengthening school reform and improvement, as Fritz & Miller said “Effective leadership by the instructional leader, however, may provide a platform for improving the teaching process.” (2003, p.14), that idea supports our view that is about improving the teaching process throughout an effective leadership. Educational improvement at the instructional level, for example, involves leadership by teachers in the classroom. leadership in education has become relevantly important, the teacher has the task of turning their students into capable, competent, independent people, who will always have an initiative and that is how each student will make a difference and thus cause an impact positive in society.spa
dc.description.tableofcontentsOur Assumptions People without a leader, it is like a journey without a destination, there is no fixed point to reach, since a leader is necessary to motivate his group to work hard to achieve goals, he is the one who guides where and what tools I should use to reach the goal, it is that example of overcoming which is not stopped by obstacles. Given the creative, collaborative, and studentcentered nature of makerspaces, they are likely to foster students’ initiatives and leadership in organizing their activities and managing their mutual relationships (see, e.g., Martin 2015). Leadership as an interactional, socially situated process, which emerges and evolves during students’ collaboration. Likewise Frost & Harris stated that “teacher leadership could therefore explore the factors that shape teachers’ capacity for personal vision building” (2003, p. 13), this means that teacher leaders are slightly important for the learning process, as they improve it and also, they enhance their own mistakes and capacities. Individual students’ leadership moves have a contributory role in this process (e.g., Gronn, 2000Kantor et al. 1993; Mawson 2011) The existing body of research suggests that leadership is a complex and emergent process (Li et al. 2007; Mercier et al.) In the field education many school leaders enter into the position with high hopes of having a deep impact but are not always prepared for what they find. School leadership has the potential to be awesome. Leadership is about understanding how to get people to work together, having a deep understanding of learning, and building the capacity of everyone around them. This means that schools, universities have to form people that want to be leaders, need to find ways to expose potential leaders to all of the goodness, as well as the hardships, that come with the position. These are the questions that we will try to answer the questions are the following: How did I do whit the responsibilities of leadership that we have? What kind of leadership style do we use over the years? What kind of legacy do we want to leave in the group we lead? We want to be completed leaders who can do big things as individually as in group. Our actions define us. Let’s be good leaders!spa
dc.description.tableofcontentsLeadership Empowerment and Implication for the Future To be good leaders, we have traced a path in which we learn to teach together and hand in hand with the students, being teachers, we are leaders in the classroom and we not only teach a particular subject, but things that help for the day to day. According to -John, Q.A "If your actions inspire others to dream more, learn more, do more and become more, you are a leader." This means that as empowered leaders we must motivate others to do more and say less, that they be able to set goals and meet them with their own effort and merit, overcoming every obstacle that comes their way. Leadership is the process of guiding others to overcome struggles in the development of common goals throughout inspiring them to follow the best way. This process implies more than the leader; it is also important the followers that are the ones who approve or not the decision of the leader. It implies influence, changes, desire, intention, follower, purpose, personal responsibility and integrity, purposes, which are the objectives that we have to work together and have the results that are expected when teaching. But if we talk about teacher empowerment it is important to say that “Teachers are expected to be in complete control of students, content, teaching strategies, and evaluation in the classroom…” (Short, 1992, p. 5), however, those situations are not full in charge of the teacher, because they should follow administrator that are the leaders at the schools. So, empowerment is so important and adequate if we want to make successful processes of learning. We as future leaders, after having taken this diploma course, we will set ourselves goals that carry out everything related to the characteristics of a good leader, we’ll impart our knowledge to those who especially find it difficult to take a step forward on their own, we have the task of transforming our students so that they are good leaders and thus be able to change this basic performance modality in the different situations that arise and take initiatives that obtain achievements of positive impact and improvement for society.spa
dc.description.tableofcontentsConclusion In conclusion, empowerment has become a very important tool in our days since it involves a constant search to be better. This search brings with it a quality in teachers and institutions and, in turn. helps to train people with better capacities and attitudes willing to make a better world. We must be clear that a good leader represents a figure that is behind all the actions fulfilled in order to help his or her team so that everyone develops and grows in their work. The leader manages an organization to carry out all the activities, gives confidence to his students, and always teaches how to be a good teacher when making mistakes. He knows all his students and has the ability to detect the abilities, weaknesses and strengths, always with passion and with the desire to teach. These are some of the qualities that make a great leader.spa
dc.description.tableofcontentsReferences Balyer, A., Ozcan, K., & Yildiz, A. (2017). Teacher empowerment: School administrators’ roles. Eurasian Journal of Educational Research, 17(70), 1-18. http://dx.doi.org/10.14689/ejer.2017.70.1 Daft, R. (2008). The Leadership Experience (4th). Thomson South-Western. Fritz, C., & Miller, G. (2003). Supervisory options for instructional leaders in education. Journal of Leadership Education, 2(2), 13-27. Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge journal of education, 33(3), 479-498. Hunzicker, J. (2017). From teacher to teacher leader: A conceptual model. International Journal of Teacher Leadership, 8(2), 1-27. Machiavelli, N. (1992). The Prince. Dover Publications. Posner, B. Z. (2009). From Inside Out: Beyond Teaching about Leadership. Journal of Leadership Education, 8(1), 1-10. Ridgeway, C. L. (2003). Status characteristics and Leadership. In D. V. Knippenberg & M. A. Hogg (Eds.), Leadership and Power: Identity Processes in Groups and Organizations (pp. 65-78. SAGE. Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it?. Journal of Research in Innovative Teaching & Learning. Short, P. M. (1992). Dimensions of Teacher Empowerment. Stogdill, R. M. (1950). Leadership, membership, and organization. Psychological Bulletin, 47(1), 1-14. https://doi.org/10.1037/h0053857spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/5049
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsEmpowermenteng
dc.subject.keywordsLeadershipeng
dc.subject.proposalLeadershipspa
dc.subject.proposalEmpowermentspa
dc.titleA personal leadership statementspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TP
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesStogdill, R. M. (1950). Leadership, membership, and organization. Psychological Bulletin, 47(1), 1-14. https://doi.org/10.1037/h0053857spa
dcterms.referencesShort, P. M. (1992). Dimensions of Teacher Empowerment.spa
dcterms.referencesSerdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it?. Journal of Research in Innovative Teaching & Learning.spa
dcterms.referencesRidgeway, C. L. (2003). Status characteristics and Leadership. In D. V. Knippenberg & M. A. Hogg (Eds.), Leadership and Power: Identity Processes in Groups and Organizations (pp. 65-78. SAGE.spa
dcterms.referencesPosner, B. Z. (2009). From Inside Out: Beyond Teaching about Leadership. Journal of Leadership Education, 8(1), 1-10.spa
dcterms.referencesMachiavelli, N. (1992). The Prince. Dover Publications.spa
dcterms.referencesHunzicker, J. (2017). From teacher to teacher leader: A conceptual model. International Journal of Teacher Leadership, 8(2), 1-27.spa
dcterms.referencesFrost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge journal of education, 33(3), 479-498.spa
dcterms.referencesFritz, C., & Miller, G. (2003). Supervisory options for instructional leaders in education. Journal of Leadership Education, 2(2), 13-27.spa
dcterms.referencesDaft, R. (2008). The Leadership Experience (4th). Thomson South-Western.spa
dcterms.referencesBalyer, A., Ozcan, K., & Yildiz, A. (2017). Teacher empowerment: School administrators’ roles. Eurasian Journal of Educational Research, 17(70), 1-18. http://dx.doi.org/10.14689/ejer.2017.70.1spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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