Trait Theory of Leadership Mrs. Fatima AlBastaki Case

TRAIT THEORY OF LEADERSHIP: FATIMA ALBASTAKI CASE 12

TraitTheory of Leadership: Mrs. Fatima AlBastaki Case

TraitTheory of Leadership: The Case of Mrs. Fatima AlBastaki

Tounderstand the leadership models of educational leaders, it isimportant to explore leadership as a concept. Leadership is theability to make the subordinate do something at a particular place ata given time through guiding. A leader helps in doing something forthe sake of the people and that of their own too. In the course ofstudying leadership, people came up with many theories of leadership.This paper seeks to explore aspects of trait leadership theory andits relation to learning communities. By taking the case of Mrs.Fatima AlBastaki, an educational leader, the paper will explore thebreadth and width of her application of the trait leadership theory.The article will also discuss how the success of that principalrelates to the global standards of a good leader.

TraitLeadership theory is a theory used to distinguish good leaders andbad leaders depending on studying their character traits (Palestini,2009). In this case, leaders are born, and they are not made. Itmeans that these character traits are inborn, and someone cannotlearn them. The Scholars researching on the trait theory identifiedthe physiological role that involves appearance, height, and weightas well as the demographic characters. They also argue thatleadership considers the personality of an individualself-confidence, ability to make decisions, making right judgmentsand using the right knowledge.

Accordingto the model, the task-related character of a leader is achievedthrough the focus on achievement, taking initiatives, beingpersistent and creating a vision for others (DuBrin, 2011). Finally,they also check on social characteristics that deal with sociabilityand cooperativeness qualities and used them to determine theeffectiveness of a leader (Northouse, 2010). The research on mental,physical and social characteristics helped the proponents of thetheory to identify the characteristic traits of a good leader.

Todetermine a good leader, a focus is made on the results they arecapable of producing, their integrity, their capability, and theirdirection. Regarding the results they present, there is a focus onthe impact they have created, the challenges faced and how to managethem as well as their capability to engage the stakeholders(Scouller, 2011). Their integrity is measured in regards to theirself-awareness, self-confidence and how well they can initiateteamwork. Their capability can be observed through their cultivationof innovation, and ability to get the best from everyone. In regardsto direction, they should inspire with a vision, seize opportunitiesand also manage to make tough decisions (DuBrin 2011). To understandthe application of the leadership models, it is important to explorethe practice of an educational leader, in this case, Mrs.FatimaAlBastaki.

Mrs.Fatima AlBastaki, a principal at Hamdan Bin Zayed School in UAE, AbuDhabi. In the region, Mrs. Fatima is one of the most successfulleaders in the education sector. A school principal is involved insix major responsibilities that include planning, implementing,supporting, advocating, communicating and monitoring among others.She is consistent has high expectations and very ambitious for thesuccess of her learners. As a principal, Mrs. Fatima has learned tohave a strong focus on the performance. In regards to theperformance, she has learned to involve all stakeholders so that theycan play their parts towards the performance of the learners.

Asa principle, Mrs. Fatima seeks to motivate both the students andteachers. She calls upon teachers to motivate the students towardsbetter performance. She also motivates teachers towards producingquality work through encouraging them to acquire in-service skillsand providing necessary materials that would be of great importance.She is consistent in her ambition, and her motivation does not dryup.

Mrs.Fatima regularly demonstrates that disadvantage does not need to be abarrier to achievement. With the understanding that all learners arenot the same and that some have various challenges, she has learnedalways to remind them that disadvantage is not a barrier to goodperformance. Students have different abilities. Some of the abilitiesare inborn while others are as a nurtured through the upbringing.However, when one is less advantaged they only require a little moreeffort to excel. It all narrows down to realizing one`s challenge andthen working towards minimizing it for the sake of excellence.

Theprincipal relentlessly focuses on improving teaching and learningwith the very efficient, professional development of the staff. Apartfrom encouraging the staff members to acquire in-service skills, sheensures that she gains teachers with high-quality credentials for herlearners. The teachers have to get through an interview so that shepicks the most qualified. In regards to improving the standards andquality of education delivered to the learners, she has scheduled forseasonal motivational speech deliveries to the staff to update themand encourage them on best teaching methods. She is, therefore, ableto produce the best from everyone, which is the main function of aleader. According to Northouse (2010), a leader should not only lead,but also help the people to discover their own potential.

Asa principal, Mrs. Fatima is not only aware of her aggressiveness, butalso she is an expert in the assessment and tracking down theprogress of her students. The assessment is followed by anappropriate support and intervention based on a detailed knowledge ofthe individual learner. To have proper focus she initiates a programwhere students are grouped, and there is at least one member of staffin charge of the group. The purpose of the groups is to have anindividual attention of the academic advisor. According to Alexander(2009), an adviser should offer counsel to team members.

Therefore,Mrs. Fatima is expected to meet the group at least once in a week andbesides allowing personal consultation whenever the learner has apersonal issue. The academic advisor helps in shaping the behavior ofthe students and for poor performers they are given educationalstrategies towards excellence. The individuals that require guidanceand counseling are referred to the staff members in charge of thedepartment.

Thesuccessful principal is also highly inclusive. In addition toinvolving all the stakeholders towards the development of theinstitution, she has a positive regard for the progress and personaldevelopment of all learners. They are aware that the leaders do notonly require the classroom knowledge. They are entitled to theacquisition of knowledge in the outside environment. Therefore, theydevelop individual strengths of learners through promoting abundantopportunities for learning both within and out of the classroom. Asan institution, the school needs to improve all skills of a student(Alexander, 2009). The skills range from the curricular andextracurricular activity skills.

PrincipalMrs. Fatima also cultivates a range of partnerships, particularlywith the parents, business and the community to support the learningprocess. The parents have a responsibility of paying school fees aswell as providing necessary materials for the learners. They are alsoexpected to give moral support to their children regarding academics.They are also supposed to help in monitoring the performance of theirchildren and identifying various challenges that would relate toadverse fluctuation in the academic progress.

Accordingto Alexander (2009), various organizations assist in sponsoring theinstitution as well as learners from disadvantaged backgrounds.Therefore, the principal can identify the neediest students and hookthem with some sponsors to make their stay in school smooth. A schoolis molded by the community from which it is set in. Therefore, bypartnering with the community good morals will be instilled on thelearners. Once the community approves academic excellence, then thereis substantial progress in the institution.

Theprincipal has self-confidence in that she is robust and rigorous inregards to self-evaluation and data analysis with clear strategiesfor improvement. To evaluate herself at sometimes she calls a staffmeeting and encourages them to air their view as well as suggestimprovements on her leadership. She allows others to evaluate her andalso to air their views and opinions. Out of the opinions, then shecan come up with better ways of handling school matters as well asimproving the academic progress. Her wisdom recognizes that there ismore knowledge about individuals and opinions are can steer positivechange.

Theglobal view of a principal is to a principal as a leader (Beycioglu &ampPashiardis, 2015). As a leader, the head should shape the vision ofall learners towards academic. It requires the prudence of aprincipal to know how to manage the school team having in mind thatstudents are many (Pont, 2008). Therefore, a good director shouldcome up with a way of handling the matter without being biased. Alllearners, both the advantaged and the disadvantaged should be handledin a leveled way. They require individual attention to maximize ontheir potentials. To Mrs. Fatima, personal attention is manageable.She has learned to group learners such that a particular group has anacademic adviser and ensures the effectiveness of the groups bysetting apart a meeting day at least once in a week. That way, eachlearner can be attended to and has someone following up their trend.

Individualattention makes students work hard (Pont, 2008). They feelappreciated and motivated to make an improvement for the sake ofimpressing the academic advisor. In other cases, the learnershibernate in multitudes as they know that they are not answerable toanyone. According to Alexander (2009), creating groups also helps inthe identifying individual problems and, therefore, the students areaware of their weaknesses, and they are advised on how to handlethem. Handling personal weakness is a strategy towards acquiringexcellence, and, therefore, it is a way of improving individualacademic excellence.

Theprincipal should also create an environment hospitable to teachingand learning process (Beycioglu &amp Pashiardis 2015). The teachersshould have the morale to teach, and the learners should be motivatedto learn. Institutions whose pupils perform well have an environmentthat is conducive to learners and teachers. The environmentautomatically attracts excellence. According to Alexander (2009),learners should be involved in constructive studying, and theyacquire quality education. Mrs. Fatima has succeeded in enhancing theacademic environment. As a real decision maker, she manages toimprove and create opportunities for learners in and out of class.Out of her many decisions that she makes including in difficultsituations. She has managed to keep standard and quality teachers inher school and enhance motivation.

Theteachers attend in-service lessons and also are motivated throughtrips. The learners also attend academic tours where they reduce theclass monotony. That way, students are motivated to do the class workas well as relate the outside world with the class education.According to Alexander (2009), learners are ready to learn in classif they are well motivated. Also, they acquire the practicalknowledge from the academic trips and, therefore, they can relate thetheory to the hands-on experience (Scouller, 2011). As a result, Mrs.Fatima has managed to enhance high standards of academic performanceas teachers and learners work towards improving a conducive teachingand learning environment.

Goodleaders should cultivate leadership in others and therefore, aprincipal as a good leader is not an exception (Palestini, 2009).There is a need to involve others to enhance new ideas andinnovation. That way, there is diversity as people have differentstrengths. A good principal should improve leadership by involvingthe staff members and also the students in leadership. According toAlexander, (2009), the school should have departments led byempowering teachers. That way, teachers are required in leadership.They are, therefore, expected to make decisions concerning thedepartment and give reports to the principal. They can generate waysof making the department better.

Theprincipal should also major on the strengths of the staff members andthe students (DuBrin, 2011). That way, he or she can involve them inthe leadership process. The earners should also have an avenue todevelop their leadership skills. To Mrs. Fatima, there should be astudent body leadership where learners choose their leaders, andthese leaders are approved by the staff members. The learners who areselected to be student leaders are expected to present the studentsneeds to the staff and the times they hold meetings. According toAlexander (2009), the members of staff should meet them to give thema chance to air student issues. They, therefore, prepare the studentsto be leaders in the future.

Astandard principal should improve the instruction method (Northouse2010). The instruction method does require not only qualifiedteachers, but also teachers with quality credentials. Teachers shouldadopt the most appropriate teaching methods. Teaching as a professiondevelops gradually. Constant change in syllabus enhances the gradualchange. According to Alexander (2009), changes in the syllabus areinformed of the changes in the society. Due to continued developmentthe curriculum has to incorporate the new things within theenvironment. As a result, there is an improved syllabus that willsuit the needs of the society. Education should satisfy the needs ofa community. Therefore, the curriculum directors should keep theacademic content up to date.

Theimproved educational program should be taught using appropriateskills. Therefore, the teachers should acquire in-service training aswell as personal certification for the improvement of competencies.That way they improve their self-image not only to the employers`body, but also for their good. Mrs. Fatima has learned to encouragethe staff members to acquire the improved skills on their own and,therefore, ends up having teachers with enhanced credentials(Beycioglu &amp Pashiardis, 2015). These teachers not only learn theskills but also they get certificates that help them get promoted bythe employment board.

Forthe learners, there is also an improved method of learning. The poorstudents get extra academic attention from their teachers (Beycioglu&amp Pashiardis, 2015). They are coached separately apart from theordinary class work to get them to the level of their grade. Suchlearners include the slow learners who may take some time to acquirea concept. At Mrs. Fatima`s school, the method where each learner hasan academic adviser helps in identifying the poor students andidentifying their weaknesses. Having the full details of suchstudents makes it easy to refer them to the right teachers who canhelp solve their problem. As a result, all learners are taken careof, and they acquire quality education as per their grade.

Agood leader should manage people, data and the process of working(Pont 2008). To the principal, a good one should put intoconsideration the performance data, the teachers` products as well asthe general teaching process. The principal should create an impactwithin an institution failure to which they should be answerable totheir employers. An administrator should ensure better performancefrom both teachers to the learners. There should be a significantimprovement that they need to acquire. The principal cannot improvethe school performance of their own. Therefore, they should involvethe teachers and other stakeholders by making them accountable to theperformance of the institution.

Theteachers should be accessed in that they require making the learnersimprove in consideration to the previous years. The principal should,therefore, compare the performance of a teacher through the resultsof the learners (Scouller 2011). According to Mrs. Fatima, thelearners do a test, and their results will determine what concept isto be re-taught. The concept is then examined again to ensure thatthe students have understood it. This is consistent with the argumentthat leaders should be able to determine the areas that needimprovement in school. Therefore, constant failure in a particularconcept will show the areas where the students have been poorlytaught and teachers did not take action to correct (Alexander, 2009).The learners should have a well-contributed graph showing highperformers and low performers. When the learners are all performedpoorly, then the teacher concerned should be answerable.

Traitleadership theory is biased on the character of the leader and doesnot put into consideration other factors that can make a real leader(Palestini 2009). A leader in an actual sense can be innate as wellas self-made. The director, who is made, undergoes through a systemthat shapes them through giving them leadership qualities. Accordingto Alexander (2009), these leaders are as competent as the naturalleaders. The proponents of leadership theory believe that the leadcharacter is very natural and that there are no other factors thatcan facilitate the administration (Palestine 2009). The environmentalfactors can determine the efficiency of a leader. A good example isopportunities to lead as well as how life has made the individual toacquire leadership qualities.

Forproperly managed educational institutions, good qualities ofleadership are essential. The leadership qualities of Mrs. Fatimamake her an outstanding educational leader, from other principals inAbu Dhabi. The leadership qualities make an individual to know whatto do and when to do it. A leader should set targets that should beattained within the stipulated time. A person, who has grown in anenvironment where they have appropriate facilities and adequateresources, can be a better leader than the leader in a situation thatis facing a shortage of resources. Therefore, a character only cannotdetermine the leadership quality of a person. They should make thesubordinates take responsibilities for their actions as well as worktowards the institutional goals. Mrs. Fatima knows how to handle thestaff to make good results from the learners. She uses the staff toreach to learners and get to the ultimate goals that are to producegood results.

References

AlexanderW. W. (2009). EducationalLeadership:Global Contexts and International Comparisons.Bingley,UK:Emerald Group Publishing

Beycioglu,K., &amp Pashiardis, P. (2015). MultidimensionalPerspectives on principal leadership effectiveness.Pennsylvania: IGI Global

Pont,B., Nusche, D., Moorman, H., &amp Hopkins, D. (2008). Organizationfor Economic Co-operation and Development, Improvingschool leadership. Paris:OECD.

DuBrin,A. J. (2011). Leadership:Research findings, practice, and skills. Mason,OH: South-Western Cengage Learning.

Northouse,P. G. (2010). Leadership:Theory and practice.Thousand Oaks: Sage Publications.

Winkler,I. (2010). Contemporaryleadership theories: Enhancing the understanding of the complexity,subjectivity and dynamic of leadership.Berlin: Springer.

Palestini,R. H. (2009). Fromleadershiptheory to practice: A game plan for success as a leader.Lanham: Rowman &amp Littlefield Education.

Scouller,J. (2011). Thethree levels of leadership: How to develop your leadership presence,know-how, and skill.Cirencester: Management Books 2000.