Leading authentically: Reconnecting with my Sincerity, Curiosity and Joy
When I first stepped into the role of headteacher, I was filled with both excitement and apprehension. As someone from an ethnic minority background and the only person in the school who wasn’t local to the area, I was acutely aware of the additional layers of complexity I faced stepping into this leadership role. I thought I understood what it took to be a headteacher. Yet, as I navigated those early days and beyond, I found myself feeling the weight of expectation—not just from others but from myself, too.
The Weight of Expectations and the Cost of Conformity
Entering a leadership role in a community where you don’t fit the "traditional" mold can be daunting. I felt the pressure to embody the "ideal" headteacher—someone who was not only confident and assertive but also seamlessly aligned with the cultural norms of the community. To gain acceptance and respect, I believed I had to conform to an image that wasn’t truly mine. I adopted a more formal tone, muted my natural enthusiasm, and tried to emulate the style of other leaders I thought had succeeded before me.
However, the more I tried to fit in, the more I felt myself slipping away. I noticed a growing disconnect—not only with my staff and the wider school community but also within myself. The unique qualities that had always defined me—my sincerity, curiosity, and joy in learning and connecting—were fading. I was trying so hard to be what I thought a headteacher should be that I was losing sight of who I really was.
The Turning Point: Reconnecting with My Authentic Self
I realized that if I was going to be an effective leader, I couldn’t continue down this path. I needed to bring my authentic self back into my leadership. This was not just about being more effective; it was about being true to who I was and the values I held dear. I wanted to lead in a way that celebrated the richness of diverse voices, including my own. But how could I achieve this in a setting where I felt so different and, at times, disconnected?
I decided to start with our school's values. I initiated a process to revisit and refresh these values, understanding that a strong foundation of shared beliefs could bridge gaps and foster a more inclusive environment. I formed a working party that included staff from all levels—from teaching assistants to senior leaders—and brought in governors as well. These meetings became a safe space for open dialogue, where we could talk about what we valued most and how we could bring those values to life in every aspect of our school.
For the first time in a long time, I felt like I was truly listening and being heard. As we worked through these discussions, I began to see the power of diverse perspectives. Being the only person who wasn’t local to the area actually became an asset. I could offer a fresh viewpoint and, in turn, learn from the unique insights of my colleagues. Through this process, I rediscovered the joy of authentic connection and the importance of bringing my whole self to my leadership.
Listening with Intent: Embracing 360 Feedback
To further cultivate an inclusive and authentic school culture, I took a bold step and introduced a monthly anonymous 360-degree feedback survey. This survey was designed to be a constant gauge of how my leadership was impacting staff well-being and the overall school culture. It wasn’t just about getting feedback; it was about demonstrating that I valued everyone’s voice and was committed to continuous growth and improvement.
This decision wasn’t easy. As a leader who was already conscious of being different, opening myself up to anonymous feedback felt like stepping into the unknown. What if the feedback confirmed my fears that I wasn’t fitting in? However, I knew that to be an authentic leader, I needed to hear these voices, especially the ones that were different from my own.
The feedback was candid, and sometimes difficult to hear, but it was exactly what I needed. I learned that staff valued my openness and empathy and that they appreciated my willingness to seek their input. More importantly, I learned that my unique background wasn’t a barrier; it was a bridge. My experiences as someone who was different helped me empathize with others and foster a culture of understanding and mutual respect. Staff were learning how to teach the message of inclusion to pupils, through the lessons they were getting from me.
Cutting Through the Noise: The Role of Coaching
Around the same time, I sought leadership coaching with Richard Forde at Edge Coaching. These sessions were transformative. Richard helped me cut through the noise and confusion that had built up from trying to conform to an ideal that wasn’t my own. He helped me reconnect with my core values and reminded me that effective leadership isn’t about fitting into a mold—it’s about being true to yourself and using your unique perspective to inspire and lead others.
Through coaching, I gained the clarity and confidence to embrace my authentic self fully. I started to see my background not as a challenge to overcome but as a strength to leverage. I realised that my experiences, as an ethnic minority leader in a predominantly different environment, provided me with a unique lens through which to view problems and opportunities. This realisation not only reinvigorated my approach to leadership but also resonated deeply with my staff and students.
Transforming School Culture Through Authenticity
As I began to lead with sincerity, curiosity, and joy, I noticed a shift in the school culture. Staff began to open up more, sharing their ideas and perspectives freely. There was a renewed sense of trust and collaboration. We were no longer just colleagues working together; we were a community committed to a shared vision. My background and unique perspective became a source of strength and inspiration for others who might have felt marginalized or different.
We started celebrating the richness of our diverse voices more openly. We champoined allyship in action, held cultural events, such as Pride Month, Disability Awareness Month, etc, We encouraged open dialogue and made sure that everyone, regardless of their background, felt valued and included. The school began to feel more like a community where every voice mattered, and where diversity was not just acknowledged but celebrated.
Celebrating Diverse Voices: A Call to Action for Leaders
To all new and established leaders, especially those who, like me, come from backgrounds that haven’t traditionally been represented in leadership: Don’t be afraid to be yourself. Your unique voice and experiences are not just valuable—they are essential. Leadership is not about fitting into a preconceived notion of what a leader should be. It’s about being true to who you are and using your authenticity to build connections, inspire others, and create positive change.
By embracing our authentic selves and encouraging others to do the same, we can create schools that are not just places of learning, but places of belonging, growth, and joy. Let us commit to fostering environments where every voice is heard, every perspective is valued, and every individual feels empowered to bring their whole self to the table.
Conclusion
My journey to authentic leadership has been shaped by my experiences as an ethnic minority leader in a predominantly different community. It has taught me that authenticity is not a destination but a journey—one that requires courage, reflection, and a commitment to one’s values. I invite you to join me on this path, to embrace your unique voice, and to lead with authenticity and empathy. Together, we can create a future of leadership that is as diverse and dynamic as the communities we serve.
コメント