The need to professionalize and strengthen school management has been proven in the different reports we mentioned in previous posts. However, leadership, “like any competition, demands for its development the transmission of knowledge, the arousal of certain attitudes and the training of skills” (Ugarte, 2013: 222). In this sense, the professional who performs management or coordination functions must know how to distribute this leadership among those around him and give due attention to both the choice of those responsible and the follow-up of their activity, since they have a double responsibility (by choosing the people who work there and by supervising them)
Without a doubt, the ideal candidate to exercise the leadership role is the teacher. Not only because of the amount of time spent with the student but also because his / her function empowers him / her as a leader from the first minute. The teacher does not have to gain the leadership, it has granted per se. But also, “if we want teachers to assume a more professional role, with leadership roles in their respective areas and spheres, they must assume leadership and authority in their respective spheres” (Marina et al, 2015: 51). Precisely because of its inevitability, the teacher must be trained to know how to strengthen his condition and even to recognize around him those who have the potential to become such. If you reinforce your leadership with an appropriate exercise of the same your figure will be enlarged. The teacher is a guide, but also has the possibility, from his privileged vantage point, to help the adolescent student to recognize himself and to reflect in a mirror that also enjoys the character of independence that so longs for. For the student, one of the keys to his success is motivation. It is clear that to propose an adequate motivation, values are needed. In the words of Bernal, “in the case of the teacher, the value is each of his students and the strength to take care of him emanates from the teacher, his good mood or what is the same, his character” (2013, p. 125). ).
If we seek to influence in an important way we can not be satisfied with seeking the increase of knowledge in our subject, but we have to look for the integral growth of the student, which Bernal calls the integral learning of the person. The McKinsey report that we mentioned in the first post of this blog dedicates one of its sections to describe the characteristics that usually have the educational leaders and one of those that most draw the attention is its willingness to focus on the student’s achievement beyond others Interests of a political or personal nature. Put another way, the leader is characterized by putting a superior superior to his own interests which demonstrates his high sense of ethics. The teacher’s moral qualities are one of the key aspects of his influence on students. Some authors note that, in a context in which learners are involved in processes concerning all areas of their personality, the teacher “can not be a mere bureaucratic referent” and that only the leader is a leader who exercises it far from Both dictatorial and permissive parameters assuming their role as democratic leader (López Herrerías, 2013: 156 and 157).
The teacher’s leadership would no longer rely so much on their knowledge of the subject or on their teaching experience, but rather on their “ability to make students work and, in particular, to teach students how to learn to do what they need Know “(Gil et al, 2013: 102).
Another interesting aspect of teacher leadership is the spatial nature of the teacher. Increasingly, education processes are not confined to the classroom and not only because of the growing presence of information and communication technologies, but because many learning processes that begin in the classroom transcend it and vice versa, processes that Begin outside, have to be resolved later in the classroom itself (García Gutiérrez, 2013). The teacher is always a teacher, inside and outside the classroom. We can hardly ask the students for respect and education in the classroom if on Monday morning we appear on the screen of the sports reports shouting as unfair to the line judge for an erroneous decision … On the other hand, also raises the issue of Digital identity of the teacher, to the extent that it facilitates and prolongs their educational leadership. In this regard, some authors argue that educational leadership is largely “in the care of our fingerprint, personal and community” (Alvarez, 2013: 92) because, without realizing it, we interact at all levels and in all the senses. As teachers, we will have to consider our actions in social networks, the diffusion we want to give to our participation and the repercussion that our comments may have. The first aspect to consider is the scope of the publicity of our comments and our approvals (when we say that we like something we are sending a message to all who read us but especially our students) as well as access to all records (images, Videos, sounds, etc …) in which we can participate. To put another example somewhat extreme, it may be a little inconsistent that we are all week emphasizing the responsibility to behave and that Monday morning we appear labeled in a Facebook photo album in disastrous conditions. This never ceases to be an anecdote, however, becomes a complicated reality when, by action or by omission, we participate in a debate in social networks. The teaching profession, like the priesthood, imprints character and one can not abdicate that condition at any time of day. In return, it is an honor to be called in the same way as Jesus of Nazareth. (In Spanish, the word Maestro (which means Teacher) is quite similar to Master)