Running Head: REFLECTION PAPER 1

Reflection Paper: Analyzing Leadership Theory, My Professional Experience, and My Self Concept as

a Leader

Amanda Fay

Minnesota State University - Mankato: Edina Campus

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Reflection Paper: Analyzing Leadership Theory, My Experience, and My Self Concept as a Leader

This paper is a reflection on leadership theories as described in Leadership: Theory and

Practice by Peter G. Northouse in relation to my professional experiences and my self concept as a

leader. Throughout this course, Ive read and learned about many different but essentially all related

leadership theories including ethical leadership, the trait approach, the skills approach, the situational

approach, contingency theory, transformational leadership, authentic leadership, women and

leadership, and culture and leadership. When reflecting on all of these theories in regards to my

practice and self concept as a leader, I find that the trait approach and within this culture and

leadership, transformational leadership, and authentic leadership are the theories that I reflect upon

most often in my practice as a leader in action. In addition to this, I have also found that some of the

points of women in leadership really stuck with me.

As a woman working in leadership, I found that the women and leadership theory section really

resonated with me. Much of what stuck with me is simply because I see it as a reflection of myself as

an educational leader or because it empowers me to help evoke change. First, Northouse noted that

women led in a more democratic, or participative, manner than men (2013, p.351) and I found this

empowering. I have and have had both male and female educational leaders, and I have found that the

females have really had the power to evoke change. This might be part of the ticket, and it reminds me

to be a democratic leader, always seeking feedback, opinions, and support from those I am leading.

And because of exactly this ability to include all voices, I believe it is that womens styles tend to be

more transformational than mens (Northouse, 2013, p.351). However I feel that as much as it is an

advantage to me being a woman in leadership and knowing that I have the ability to really help

transform education, it is also an uphill battle being a woman in leadership. Northouse notes that in

addition to having fewer responsibilities in the same jobs as men, women are less likely to receive
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encouragement, be included in key networks, and receive formal job training than their male

counterparts (Northouse, 2013, p.356). This genuinely empowers me. I know it is 100% true that

women are out there getting paid less and treated differently than men. I want to be a part of this

change. I want to help inspire and empower other teachers and my students to be a part of this change.

Being a leader for change has always been a great desire of mine. A big reason for this is

because Ive been told from a very young age that I would make a great leader. From my parents,

coworkers, friends, and even nearly strangers upon meeting have been telling me that I naturally have

many of the important traits of a leader. And now, ever since Ive been working in larger leadership

roles, I often find that people tell me that I have similar traits to those leaders in which I look up to.

According to Northouse, leaders differ from nonleaders on six traits: drive, motivation, integrity,

confidence, cognitive ability, and task knowledge (Northouse, 2013, p. 22). I think that even from a

young age, people were able to identify that when I set my mind to something, I commit, know I can

do it, and then get it done. And a large part of this includes the belief that one can make a difference

(Northouse, 2013, p.24). That has always been a huge part of my natural draw to the field of education,

the ability to make a difference. And even more lately where I've begun to feel that I need to do it

because I'm not sure who else will. Education can be a hard field to be a part of. And along with that

many need inspiration. As Northouse put it best, Leaders with integrity inspire confidence in others

because they can be trusted to do what they say they are going to do (2013, p. 25). That's always

something I pride myself on. If I say I'm going to do something, I keep my word and do it. In addition

to this, Northouse notes some attributes that arose as universally and globally endorsed to show the

characteristics of a strong and outstanding leader such as high in integrity, is charismatic/ value based,

and has interpersonal skills (Northouse, 2013, p.403). These are qualities that I see within myself and
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know are important to be a global leader who can work simultaneously with people from many

different cultures all within the same organization.

A second and arguably more important theory that really sticks with me is transformational

leadership. According to Northouse, transformational leaders are people who tap the motives of

followers in order to better reach the goals of leaders and followers (2013, p.186). In addition to

inspiring confidence in others, it's important to make others not only feel confidence in their leader, but

also a sense of purpose and drive from their work together. Good leaders are attentive to the needs

and motives of followers and tr[y] to help followers reach their fullest potential (Northouse, 2013,

p.186). As a technology integration specialist, I have to work with my teachers to figure out what they

want and what their goals are so that I can work to help them to not only help them achieve their goals,

but in turn help to align them with our overall school and district goals. This is where the trait of

charisma comes in handy as a leader. Charismatic leadership transforms followers self-concepts and

tries to link the identity of followers to the collective identity of the organization ... [so that they] will

view work as an expression of themselves (Northouse, 2013, p.189). This is nearly a definition of my

job as a technology integration specialist. I work as a part of district leadership to vision and plan for

our district as a future ready district, but then along with this I am in classrooms with students and

teachers. As a part of this I am meeting teachers where they're at helping them work towards their

goals and simultaneously developing that shared vision. This in turn leads to employees who are

extremely fulfilled in their work. And because of this, are willing to work hard, long hours because

their work is a huge part of who they are. They feel they have power in what our school stands for. We

are all a part of something bigger than ourselves, our individual classrooms, and our schools.

Another important theory, probably the most important to me as a leader, is authentic

leadership. Authentic leadership is all about hav[ing] a clear idea of who they are, where they are
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going, and what the right thing is to do (Northouse, 2013, p.259). To me, authentic leadership takes

transformational leadership and makes sure it's genuine. In order for me to be an authentic leader, I

must first know who I am, what I stand for, and be transparent with others about this. Authentic

leaders have a genuine desire to serve others, they know themselves, and they feel free to lead from

their core values (Northouse, 2013, p.258). Authentic leaders are able to recognize that leadership is

about so much more than themselves. In Bill Georges True North: Discover Your Authentic

Leadership (2007, p.44), he notes that if our supporters are merely following our lead, then their

efforts are limited to our vision and our directions about what needs to be done. So in this case,

authentic leaders not only help get everyone on the same page, but through this also inspire their

supporters to be leaders as well. As one technology integration specialist working with a middle school

staff of over 90 teachers, I need to work with and inspire leaders within the organization every day.

The teachers that I work with more and more become empowered. And leaders that feel empowered

and self actualized have the ability to make change within the organization.

In conclusion, I believe it is important to be a strong, transparent, transformational, and

authentic leader. I believe it is important to be confident in my abilities, know and understand deeply

what I believe and what my goals are, make sure these are in alignment with my work environment,

and be very transparent about these goals. In addition to this, to then inspire and encourage leadership

so that teachers feel self actualized and see themselves reflected in their daily work.
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References

George, B., & Sims, P. (2007). True North (1st ed.). San Francisco, CA: Jossey-Bass.

Northouse, P. G. (2013). Leadership: Theory and Practice (6th ed.). Los Angeles: SAGE.