Dynamics of Leadership (UHPS 6013)
Before Taking the Subject:
Before enrolling in UHPS 6013, my understanding of leadership in education was limited to the roles of principals, senior teachers, or administrators who managed school operations and enforced rules. I perceived leadership mainly as a top-down process where authority was exercised to maintain discipline, ensure performance, and manage classrooms or institutions. I had not fully realized how deeply leadership principles could influence teaching effectiveness, student engagement, team collaboration among educators, and school culture overall.
I also assumed that being a good teacher automatically translated into being a good leader. I did not yet understand the nuances of emotional intelligence, situational leadership, or how essential influence, communication, and ethical judgment are in shaping successful educational environments.
After Taking the Subject:
Through topics such as Trait Theory, Behavioral Models, Contingency Approaches, and Team Leadership, I learned that successful educational leaders are not just managers of instruction, but facilitators of vision, collaboration, and change. I have come to appreciate how leadership in schools is both relational and situational—requiring empathy, self-awareness, adaptability, and clear communication.
For example, the Situational Leadership Model helped me understand how to support both high-performing and struggling students through tailored guidance. The Conflict Management and Coaching sessions equipped me with tools to resolve misunderstandings among students or colleagues constructively. Meanwhile, concepts like the Pygmalion Effect and Leader-Member Exchange reminded me that believing in students’ and teachers’ potential can directly elevate performance and motivation.
The expert talks enriched the theory with practical applications, particularly in educational settings. I now realize that leadership in education requires creating a supportive environment, encouraging innovation among teachers, and building trust-based relationships with students, parents, and colleagues. It is not about having all the answers—but about asking the right questions and empowering others to grow.
Final Thoughts:
UHPS 6013 has shifted my understanding of leadership from a formal role into a deeply personal and professional responsibility, especially in the education field. I feel more prepared to serve as a role model in the classroom, a collaborator among teaching peers, and a change agent within school systems. This course has inspired me to become not just a better teacher, but a more intentional, ethical, and empathetic leader—committed to lifelong learning and the holistic development of others.
