Publicación:
A Personal Leadership Statement

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dc.audience
dc.contributor.advisor Aguas Castillo, Pedro Pablo
dc.contributor.authorVillegas Romero, Iscel
dc.contributor.authorNoriega Osorio, Jorge Nicolas
dc.date.accessioned2024-07-14T15:34:42Z
dc.date.available2024-07-14T15:34:42Z
dc.date.issued2024-07-13
dc.description.abstractSchools recognize the need to integrate transformational leadership principles to foster effective leadership development among teachers. This paper describes a short-term transformational leadership development plan rooted in Daft's (2014) principles. This personal leadership statement outlines our approach, qualities, and future practices as teacher leaders. The plan includes developing a shared vision and mission, modeling ethical behavior, setting high expectations, and inspiring the school community. Encouraging continuous learning and providing personalized support fosters intellectual stimulation. Building a collaborative culture through open communication and teamwork, empowering staff and students, and maintaining strong community relationships are essential components. Regular evaluation and adjustments ensure the plan's effectiveness. This plan is the culminating task of a transformational leadership and innovation course, preparing educational leaders to implement transformational leadership principles effectively in their academic contexts.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8397
dc.language.isoeng
dc.publisherUniversidad de Cordoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.relation.referencesCulduz, M. (2023). The Impact of Educational Leadership in Improving the Learning Experience. In Advances in Educational Marketing, Administration, and Leadership Book Series (pp. 168-189). https://doi.org/10.4018/978-1-6684-8332-9.ch008
dc.relation.referencesDaft, R. L. (2008). The leadership experience (4th ed.). Thomson South-Western
dc.relation.referencesHunter, S. T., Bedell-Avers, K. E., & Mumford, M. D. (2007). The typical leadership study: assumptions, implications, and potential remedies. The Leadership Quarterly/The Leadership Quarterly, 18(5), 435-446. https://doi.org/10.1016/j.leaqua.2007.07.001
dc.relation.referencesKark, R., Shamir, B., & Chen, G. (2003). The two faces of transformational leadership: empowerment and dependency. Journal of Applied Psychology, 88(2), 246–255. https://doi.org/10.1037/0021-9010.88.2.246
dc.relation.referencesMallia, K. L. (2019). Leadership in the creative industries: principles and practice. John Wiley & Sons.
dc.relation.referencesMoynihan, D. P., Pandey, S. K., & Wright, B. E. (2011). Setting the table: how transformational leadership fosters performance information use. Journal of Public Administration Research and Theory, 22(1), 143-164. https://doi.org/10.1093/jopart/mur024
dc.relation.referencesLeithwood, K., & Jantzi, D. (2005). Transformational leadership. The essentials of school leadership, 31, 43.
dc.relation.referencesRafferty, A. E., & Griffin, M. A. (2004). Dimensions of transformational leadership: conceptual and empirical extensions. The Leadership Quarterly, 15(3), 329–354. https://doi.org/10.1016/j.leaqua.2004.02.009
dc.relation.referencesReed, L., & Evans, A. E. (2008). ‘What you see is [not always] what you get!’ dispelling race and gender leadership assumptions. International Journal of Qualitative Studies in Education, 21(5), 487–499. https://doi.org/10.1080/0951839080229779
dc.relation.referencesSiangchokyoo, N., Klinger, R. L., & Campion, E. D. (2020). Follower transformation as the linchpin of transformational leadership theory: a systematic review and future research agenda. The Leadership Quarterly/The Leadership Quarterly, 31(1), 101341. https://doi.org/10.1016/j.leaqua.2019.101341
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsTransformational leadership
dc.subject.keywordsEmpowerment
dc.subject.keywordsleadership development plan
dc.subject.keywordsEducational leadership
dc.subject.keywordsDaft's principles
dc.subject.keywordsLeadership
dc.subject.proposalLiderazgo transformacional
dc.subject.proposalEmpoderamiento
dc.subject.proposalPlan de desarrollo de liderazgo
dc.subject.proposalLiderazgo educacional
dc.subject.proposalPrincipios de Daft
dc.subject.proposalLiderazgo
dc.titleA Personal Leadership Statementeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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