Why Does Authentic Leadership Matter?

adjusting with the seasons. There are many parts to our branches—some strong, others weak. Our branches provide safety and security for those seeking shelter, and they can offer life to others (Hall, 2014). Healthy, authentic leadership requires depth and breadth in both roots and reach. For that to happen, our branches and our roots need to work in concert. What most people don’t see is our roots are often just as big, if not bigger, than our branches. Our roots are what make our branches grow. As the reach of our branches grows, the more we are seen and the greater our capacity to influence those around us (Hall, 2014).

As the leader in your building, are you striving to align what you believe, think, say, and do? How healthy are your roots? Are your branches reaching others for good? Your authentic leadership will come from a conscious effort in growing both your roots and your reach.

Why Does Authentic Leadership Matter?

Inauthenticity results when leaders either intentionally or unintentionally allow their behaviors, circumstances, or pursuit of excellence to chart their course. But changing who you are as a leader to meet a current desire or need is neither productive nor healthy (Ribeiro, Duarte, & Filipe, 2018; Weiss, Razinskas, Backmann, & Hoegl, 2018). Your leadership should be authentic to you, not a persona that fits the current demand. In his book Discover Your True North, Bill George (2015) offers five common styles leaders may develop that take them off course, ultimately widening the gap between their authentic selves and their leadership selves. Can you relate your current leadership style or the leadership of those you’ve experienced in the past to any of the following examples? Leaders lacking in authenticity and who care more about their personal image than about reflecting who they truly are will be perceived as being disingenuous, possibly heading to problems in teacher retention. It’s important to note, it is natural to feel elements of these styles within yourself. The way you process these feelings will serve as a guide in how you ultimately act. What matters most is your recognition of the difference between what you think as a leader and the actions you take. • Rationalizers place blame on people, policies, and programs. Their primary goal is to accomplish short-term wins even if it means going against their own values in the process (George, 2015). Rationalizing principals leave little chance for teacher support and empowerment, and research suggests a lack of principal support is the teaching condition most related to teacher turnover (Carver-Thomas & DarlingHammond, 2017).

• Imposters use politics to get where they are. They often act like confident leaders but are actually doubtful about their abilities, leaving them afraid that subordinates will catch on to them and take their jobs (George, 2015). Imposters are unwilling to provide shared leadership within the school and drive their teachers out of their buildings by limiting professional growth opportunities (Carver-Thomas & Darling-

Hammond, 2017). • Glory seekers want the spotlight and place great value on external rewards and self-recognition (George, 2015). Glory-seeking principals push initiatives for the benefit of their own self-interest, limiting teacher choice and voice. In turn, teachers who believe they have low levels of autonomy are less likely to stay in the teaching profession (Warner-

Griffin, Cunningham, & Noel, 2018). • Shooting stars are career driven, often living an unbalanced personal and professional life. A shooting star’s goal is to climb the professional ladder. When they are given a chance to move into a higher position, they leave their current position without thinking twice (George, 2015).

This is a problem for teacher retention, considering principal turnover is linked to higher rates of teacher turnover (Levin & Bradley, 2019). • Loners believe they must lead alone, resulting in little shared leadership opportunities for teachers (George, 2015). Teachers want to have a part in school leadership, and the extent of their participation can influence their intent to stay in their position (Ingersoll & May, 2012).

THREE-MINUTE PAUSE

What are the amens, ahas, or ideas swirling in your brain about authentic leadership so far in this chapter?