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Leading with Love - Relational Leadership

It's easy to become the type of leader who distrusts other people. This is particularly true in business. Regardless of your industry, achieving the status of a leader and helping your company grow requires embracing your competitive nature to some degree.

Unfortunately, some leaders become so competitive that they start to feel they can't trust others. They become suspicious of everyone else's motives. They may even consider their own employees to be potential threats. Thus, they may lead ineffectively, behaving too defensively to make the right decisions in all situations.

Other leaders adopt a different approach. They make the decision to "love" everyone they encounter on a regular basis. This love is not the type of love they would feel for a romantic partner, but it is similar to the love one feels for relatives and close family members.

Consider this example of leadership philosophy as you develop your own ideas about how to be an effective leader. Treating your team members (and even your direct competition) with care and respect can be very helpful in a number of ways - and is more of a relational leadership style. For instance, perhaps an employee who was once enthusiastic about their role has become clearly disengaged in recent months. A leader whose philosophy is rooted in defensiveness and competitiveness might assume this employee has turned against them for some reason. As a result, the relationship will suffer, and the worker may seek employment elsewhere.

On the other hand, someone who leads with love in a more relational leadership style would take the time to ask themselves what factors may have contributed to this employee's lack of engagement. They can then more effectively determine what steps they must take to correct the issue. This yields very practical benefits. Engaged employees are more productive, and more likely to remain loyal to an organization.

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5 Most Valuable Leadership Philosophy Examples To Understand

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It's easy to become the type of leader who distrusts other people. This is particularly true in business. Regardless of your industry, achieving the status of a leader and helping your company grow requires embracing your competitive nature to some degree. Unfortunately, some leaders become so competitive that they start to feel they can't trust others.

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The 25 Best Leadership Books of All-Time | Soundview Magazine

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In case you don't know, Soundview identifies, selects, and summarizes the best business books that are published every year. And, since we've been doing this for the past 41 years, we've seen A LOT of leadership books filter through our offices. Literally thousands ...

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The Use of Emotional Intelligence For Effective Leadership

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The Use of Emotional Intelligence For Effective Leadership

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This article was co-authored by Brent Gleeson and Dyan Crace, Marketing Manager at Internet Marketing Inc. “There are no extraordinary men… just extraordinary circumstances that ordinary men are forced to deal with.” – William (Bill) Halsey, Jr. The ability to be perceptively in tune with yourself a…

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Transformational Leadership in Education: A Review of Existing Literature

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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Discerning the Differences Between Managers and Leaders

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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What is Transactional Leadership? How Structure Leads to Results

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A transactional leader is someone who values order and structure. They are likely to command military operations, manage large corporations, or lead international projects that require rules and regulations to complete objectives on time or move people and supplies in an organized way. Transactional leaders are not a good fit for places where creativity and innovative ideas are valued.

Transactional leadership is most often compared to transformational leadership. Transactional leadership depends on self-motivated people who work well in a structured, directed environment. By contrast, transformational leadership seeks to motivate and inspire workers, choosing to influence rather than direct others.

Read more about transactional leadership:

Transactional leadership focuses on results, conforms to the existing structure of an organization and measures success according to that organization's system of rewards and penalties. Transactional leaders have formal authority and positions of responsibility in an organization. This type of leader is responsible for maintaining routine by managing individual performance and facilitating group performance.

This type of leader sets the criteria for their workers according to previously defined requirements. Performance reviews are the most common way to judge employee performance. Transactional, or managerial, leaders work best with employees who know their jobs and are motivated by the reward-penalty system. The status quo of an organization is maintained through transactional leadership.

Differences between transactional leadership and other leadership styles

Transactional leaders differ from charismatic and transformational leaders in both structure and method. Charismatic leadership emphasizes influencing a group or organization to make the world a better place. In transactional leadership, the emphasis is on managing the performance of the individual and determining how well he or she performs in a structured environment.

The difference between transactional leadership and transformational leadership is also quite large. Simply put, transactional is a "telling" leadership style, and transformational is a "selling" style. While the transactional approach features positive and negative reinforcement, transformational leadership emphasizes motivation and inspiration. Transactional leaders are reactive; transformational leaders are proactive. Transactional leadership appeals to the self-interest of individuals, while the transformational style prioritizes group progress.

History of the transactional leadership theory

Max Weber, a 20th-century German sociologist, made an extensive study of leadership styles and divided them into three categories: traditional, charismatic and rational-legal, or bureaucratic. In 1947, Weber was the first to describe rational-legal leadership - the style that would come to be known as transactional leadership - as "the exercise of control on the basis of knowledge."

Transactional leadership theory is based on the idea that managers give employees something they want in exchange for getting something they want. It posits that workers are not self-motivated and require structure, instruction and monitoring in order to complete tasks correctly and on time.

The transactional leadership style was widely used after World War II in the United States. This was a time when the government concentrated on rebuilding and required a high level of structure to maintain national stability.

Political scientist James McGregor Burns was one of the most prominent authors to advance Weber's theories. In his 1978 book "Leadership," Burns argued that both transactional and transformational leaders must be moral and have a higher purpose. In Burns's model, transactional leaders espouse honesty, fairness, responsibility, and honoring commitments.

In the 1980s and 90s, researchers including Bernard M. Bass, Jane Howell and Bruce Avolio defined the dimensions of transactional leadership:

Contingent reward, the process of setting expectations and rewarding workers for meeting them

Passive management by exception, where a manager does not interfere with workflow unless an issue arises

Active management by exception, in which managers anticipate problems, monitor progress and issue corrective measures

Many current leadership theorists agree that principals of transactional and transformational leadership can be combined for ideal outcomes for both management and the workforce.

The transactional model is likely to succeed in a crisis or in projects that require linear and specific processes. This model is also useful for big corporations, such as Hewlett-Packard, a company known for its extensive use of management by exception.

Many high-level members of the military, CEOs of large international companies, and NFL coaches are known to be transactional leaders. Transactional leadership also works well in policing agencies and first responder organizations. Here are four examples of transactional leaders.

Norman Schwarzkopf

Gen. Norman Schwarzkopf was born in 1934 and graduated from West Point. He went to Vietnam as an advisor to the South Vietnamese army. During that war, he was wounded twice and awarded three Silver Star medals. In 1978, he became a brigadier general; he attained a four-star ranking in 1988. General Schwarzkopf was commander-in-chief of the U.S. forces in Operation Desert Storm, responsible for tens of thousands of troops in Iraq and Kuwait. He used the rules and regulations of the military to coordinate operations on several continents.

Vince Lombardi

Born in 1913, Vince Lombardi is best known as the coach for the Green Bay Packers. He signed a five-year contract with Green Bay in 1959. Under his leadership, the team never had a losing session. Over the course of his career, he led the team to a 98-30-4 record and five championships. The Super Bowl trophy is named after him. He used to run the Packers through the same plays in practice over and over again. The team's opponents knew the plays Lombardi would run, but the team was so well trained that many teams had trouble defending against them.

Bill Gates

Bill Gates was born in Seattle in 1955. In his early teens, he met Paul Allen at the Lakeside School, where they both developed computer programs as a hobby. When Gates went to Harvard, Allen went to work as a programmer for Honeywell in Boston. In 1975, they started Microsoft, and by 1978, the company had grossed $2.5 million, when Gates was 23. In 1985, Microsoft launched Windows. Bill Gates is now one of the richest people in the world. As a transactional leader, he used to visit new product teams and ask difficult questions until he was satisfied that the teams were on track and understood the goal.

Howard Schultz

Howard Schultz was born in 1953 and grew up in the Brooklyn housing projects. He escaped the projects with a football scholarship from Northern Michigan University. After college, he started selling coffee makers to companies that included the Starbucks Coffee Tea and Spice Company, which originally sold coffee beans rather than made-to-order drinks. He was hired by the company in 1982. In 1984, Schultz opened the first Starbucks coffeehouse based on the concept of an Italian espresso bar.

Schultz wanted to grow Starbucks, but the owners wanted to stay small. Schultz left and opened his own company in 1985. With the help of investors in 1987, he bought Starbucks and merged the two companies. By 2006, Schultz was ranked 394 on Forbes magazine's list of the 400 richest people in America. As a transactional leader, he was responsible for the vision and implementation of the Starbucks model.

Transactional leadership quotes

Norman Schwarzkopf: "When placed in command, take charge."

Vince Lombardi: "The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand."

Bill Gates: "The first rule of any technology used in a business is that automation applied to an efficient operation will magnify the efficiency. The second is that automation applied to an inefficient operation will magnify the inefficiency."

Howard Schultz: "Starbucks is not an advertiser; people think we are a great marketing company, but in fact we spend very little money on marketing and more money on training our people than advertising."

Here are some of the characteristics of transactional leaders:

Focused on short-term goals

Favor structured policies and procedures

Thrive on following rules and doing things correctly

Revel in efficiency

Very left-brained

Tend to be inflexible

Opposed to change

Transactional leadership works well in organizations where structure is important. Transactional leadership is not the right fit for organizations where initiative is encouraged:

Transactional leadership pros:

Rewards those who are motivated by self-interest to follow instructions

Provides an unambiguous structure for large organizations, systems requiring repetitive tasks and infinitely reproducible environments

Achieves short-term goals quickly

Rewards and penalties are clearly defined for workers

Transactional leadership cons:

Rewards the worker on a practical level only, such as money or perks

Creativity is limited since the goals and objectives are already set

Does not reward personal initiative

There is definitely a place for transactional leadership in the world today. One of its best uses is in multinational corporations where not all of the workers speak the same language. Once the structure and the requirements are learned, it is easy for workers to complete tasks successfully. This works because transactional leadership is simple to learn and does not require extensive training. The transactional approach is easy to understand and apply across much of an organization.

The military, policing organizations, and first responders use this style of leadership so that all areas of the organization are consistent. It is also easier to apply in a crisis situation, where everyone must know exactly what is required of them and how a task is to be done under pressure.

To many people, money and perks are a powerful motivator. Many people need a job to pay the bills. They have other obligations and distractions and would just as soon know exactly how to do their job in order to keep it and reap the rewards.

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What is Transactional Leadership? Structure Leads to Results

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A transactional leader is someone who values order and structure. They are likely to command military operations, manage large corporations, or lead international projects that require rules and regulations to complete objectives on time or move people and supplies in an organized way.

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What is Charismatic Leadership? Leading Through Personal Conviction

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The charismatic leadership style relies on the charm and persuasiveness of the leader. Charismatic leaders are driven by their convictions and commitment to their cause.

Charismatic leaders also are sometimes called transformational leaders because they share multiple similarities. Their main difference is focus and audience. Charismatic leaders often try to make the status quo better, while transformational leaders focus on transforming organizations into the leader's vision.

Dr. Martin Luther King, Jr. was a charismatic leader who used powerful oratory, an engaging personality, and unwavering commitment to positive change in the lives of millions of people.

Read on to discover more about charismatic leadership:

What sets charismatic leaders apart is that they are "essentially very skilled communicators, individuals who are both verbally eloquent, but also able to communicate to followers on a deep, emotional level," said Ronald E. Riggio, Ph.D., professor of leadership and organizational psychology at Claremont McKenna College, in his Psychology Today article "What is Charisma and Charismatic Leadership?"

Charismatic leaders are often identified in times of crisis and exhibit exceptional devotion to and expertise in their fields. They are often people with a clear vision in business or politics and the ability to engage with a large audience.

A charismatic leadership definition is incomplete if it does not focus on the leader personally. More than other popular leadership styles, charismatic leadership depends on the personality and actions of the leader - not the process or structure.

Differences between charismatic leadership and other styles

"Charismatic leadership is a leadership style that is recognizable but may be perceived with less tangibility than other leadership styles," writes Mar Bell in "Charismatic Leadership Case Study with Ronald Reagan as Exemplar."

Charismatic leadership is similar to other styles. Both it and transformational leadership rely on the ability of the leader to influence and inspire followers. Transformational and charismatic leaders motivate the individual or those around them to be better and to work for the greater good of an organization or society. Other similarities include:

Leaders rally those around them in service of a common goal

Initiative and boldness are encouraged

The differences between charismatic and transformational leadership styles lie primarily in how the individual is viewed.

The personal vision of a charismatic leader has a great deal of influence over his or her audience

Charismatic leaders speak about their moral compass or passion rather than an existing method of doing business

Democratic and charismatic leaders compared

When compared to democratic leadership, similarities to the charismatic style include:

They both place considerable responsibility on the leader

Leaders guide employees, team members or volunteers in a particular direction

There is often a spirit of collaboration

The differences between charismatic leadership and democratic leadership include:

In democratic leadership, workers must have high-level skills in addition to the desire to work

Democratic leaders are highly rational and deliberate in their style

Charismatic leaders appeal to the emotions of the audience

In the charismatic leadership style, working toward a greater good is emphasized

Comparing autocratic and charismatic leadership

Likewise, charismatic and autocratic leadership styles share some traits. Both leaders often increase employee productivity. The key difference: The charismatic leader typically inspires employees to perform. The autocratic leader uses their authority to demand high performance. The short-term result is identical, although the long-term consequences may differ.

Charismatic leaders structure their organizations as they see fit. This is another example of a crossover between charismatic and autocratic leadership styles. The intensity of both styles may also generate early burnout of their leaders (and followers).

History of charismatic leadership

German sociologist Max Weber first published his book "The Three Types of Legitimate Rule" in 1958. In it, he sets forth a tripartite classification of authority for organizations and governments:

Two forms of order: authority and norms

Weber suggests that there are two fundamental forms of order: norms and authority. In organizations with authoritative order, people follow rules set by their leader. Transactional and bureaucratic leadership styles fit into this form of order.

Institutions that use norms depend on the appeal of their mission and vision to inspire allegiance in employees or followers. Charismatic leaders use norms to build a strong emotional relationship with the people who work for them.

Charismatic leaders are from all walks of life. In addition to business, this leadership style can be found in religious institutions and political and social movements.

Religious examples of charismatic leadership

Martin Luther King, Jr.

Born in 1929, Dr. King followed in the footsteps of his father as a Baptist minister. He started his civil rights career as the leader of the bus boycott the night that Rosa Parks was arrested in Montgomery, Alabama. Dr. King's powerful speeches and belief in peaceful protest put energy into the civil rights movement. In January 1957, he and several others founded the Southern Christian Leadership Conference. In 1960, Dr. King gained national notoriety for his arrest at a lunch counter sit-in, which came to the attention of presidential candidate John F. Kennedy. He was soon released and went on to have even greater influence in the fight for civil rights.

Martin Luther King, Jr.'s speeches ignited smaller movements for equal rights through the American South and beyond. Dr. King is best known for the August 28, 1963, march on Washington that drew more than 200,000 people. At that march, he delivered his famous "I Have a Dream" speech. The following year, the Civil Rights Act of 1964 was passed.

Mother Teresa

Born in Macedonia (now Yugoslavia) as Anjezë Gonxhe Bojaxhiu in 1910, Mother Teresa was a Roman Catholic nun best known for her work with the poor. Mother Teresa joined the Sisters of Loreto when she was 18 and moved to India in 1929. As a novitiate, she was sent to Calcutta and taught at St. Mary's School for Girls.

In 1946, Mother Teresa abandoned teaching to follow what she considered her calling, founding the Missionaries of Charity to live and serve in the slums of Calcutta. Over the course of the 1950s and '60s, she established a leper colony, an orphanage, a nursing home, a family clinic and a string of mobile clinics.

In 1971, she traveled to New York to open her first U.S.-based house of charity. In 1985, she spoke at the 40th anniversary of the United Nations General Assembly. By the time of her death, the Missionaries of Charity numbered over 4,000 sisters with 610 foundations in 123 countries. Her inspiring, devout persona and devotion to a singular idea make her a good example of a charismatic leader.

Pope John Paul II

In 1920, Pope John Paul ll was born in Poland as Karol Józef Wojtyla. Under Nazi occupation, he began his theological studies in a secret seminary in 1938 and was ordained as a Catholic priest in 1946. John Paul became the bishop of Ombi in 1958.

Well regarded for his work in the church, John Paul was made a cardinal in 1967. In 1978, he was elected pope, a role he occupied until his death in 2005. Pope John Paul II was instrumental in examining the Roman Catholic Church's role in the modern world. He traveled to more than 100 countries and was a vocal advocate for human rights.

Political examples of charismatic leadership

Ronald Reagan

Ronald Wilson Reagan was born in 1911. He gained fame as an actor after signing a seven-year movie contract with Warner Brothers in 1937. During World War ll, he made training films for the military. Although he served as president of the Screen Actors Guild, a labor union, Reagan's political views shifted from liberal to conservative in the 1950s.

He began giving motivational talks to businesses and moved to the national stage in 1964, when he gave a well-received televised speech for Barry Goldwater. He ran for president beginning in 1968 and won in 1980. President Reagan was able to articulate his political vision in ways that appealed to his followers. Along with Teddy Roosevelt and John F. Kennedy, Reagan is recognized as one of the most charismatic American presidents of the 20th century.

Sir Winston Churchill

Winston Leonard Spencer-Churchill was born in 1874. Although he is best known for being the prime minister of England during World War ll, he honed his communication skills as a war correspondent in World War l and crafted legislation for Parliament as a member. He was a powerful orator who used radio speeches to buoy the British people's resilience during Germany's World War II bombing of England.

Lee Iacocca

Lido Anthony Iacocca was brought to Chrysler in the late 1970s to rescue the automaker from impending bankruptcy. Those who saw Iacocca "work the room," ultimately persuading Congress to guarantee a huge loan to Chrysler, observed a charismatic leader working his magic.

Iacocca, an automotive executive with an undergraduate degree in industrial engineering, was not blessed with natural charisma, but he developed the talent. A memorable example of his charismatic style is his signature slogan, "If you can find a better car, buy it!"

Jack Welch

John Francis Welch was born in 1935 in Peabody, Massachusetts. He grew up playing sports and used lessons he learned as an athlete throughout his life. After college, Welch went to work at General Electric as a chemical engineer in 1960. He rose through the ranks to become the youngest CEO in GE's history in 1981.

As a CEO, Welch went out of his way to develop positive relationships with GE employees and customers. He talked informally with workers, making them feel as if they might receive a note or a visit from him at any time. Although Welch didn't hesitate to cut costs and lay off employees he viewed as poor performers, his leadership style engendered a sense of value and pride in the company.

Mother Teresa: "Let us always meet each other with smile, for the smile is the beginning of love."

Martin Luther King: "Human progress is neither automatic nor inevitable...every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals."

Pope John Paul ll: "Freedom consists not in doing what we like, but in having the right to do what we ought."

Ronald Reagan: "We can't help everyone, but everyone can help someone."

Winston Churchill: "Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen."

Lee Iacocca: "Motivation is everything. You can do the work of two people, but you can't be two people. Instead, you have to inspire the next guy down the line and get him to inspire his people."

Jack Welsh: "The essence of competitiveness is liberated when we make people believe that what they think and do is important - and then get out of their way while they do it."

Common characteristics of leaders with charisma identified by Jay Alden Conger, leadership expert at the University of Southern California, and Henry Kravis, professor of leadership at Claremont McKenna College, include:

Sensitivity to their environment and the needs of their employees or followers

Articulate and visionary

Inclined toward personal risk taking

Adept at using unconventional behavior

There are many advantages to this leadership style. Charismatic leaders are often a catalyst for social change. They are, however, not a fit for organizations that depend on rigid structures and processes to function.

Charismatic leadership pros

Charismatic leaders inspire people to work together for a common cause

Organizations are committed to a central mission

Management prioritizes learning from mistakes in an effort to succeed in their mission

Charismatic-led companies tend to be cohesive because their workers have a clear purpose

Charismatic leadership cons

Leaders may develop tunnel vision or arrogance, undoing their previous good deeds

Organizations can become dependent on charismatic leaders and may suffer if he or she retires, leaves the company, or dies suddenly

Charismatic leaders sometimes become unresponsive to their subordinates or constituents

These leaders may not learn from their mistakes, compounding them

Charismatic leaders may believe they are above the law, committing financial or ethical violations

The world needs charismatic leaders because they fight for quality of life and a better world. Charismatic leaders have the courage of their convictions. They are willing to stand up to people who have a differing view of society or the organization.

Charismatic leaders tend to be able to see the gaps between what an organization delivers to its workers and what the workers need from the organization. They create visions that their supporters can readily see, and in return the supporters are motivated to contribute to a common goal.

Sources:

Ronald E. Riggio, Ph.D., " What Is Charisma and Charismatic Leadership?," Psychology Today

John C. Welch IV, "Insights on Charismatic Leadership from the Heroes and Villains"

Brian Evje, " 3 Dangers of Charismatic Leadership," Inc.
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What is Charismatic Leadership? Leading Through Personal Conviction

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The charismatic leadership style relies on the charm and persuasiveness of the leader. Charismatic leaders are driven by their convictions and commitment to their cause. Charismatic leaders also are sometimes called transformational leaders because they share multiple similarities. Their main difference is focus and audience.

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Connecting Teacher Leadership and Servant Leadership: A Synergistic Partnership

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View Abstract View PDF Share Article

Introduction

The importance of teacher leadership in our educational systems cannot be understated. The teacher leader is identified as being in a "unique position to make change happen" (Lieberman & Miller, 2004, p. 12) and their leadership is associated with school improvement, increased teacher agency, the democratization of schools, teacher learning, and developing a collaborative culture (Muijs & Harris, 2006; York-Barr & Duke, 2004). Different approaches have been taken to strengthen or expand this form of leadership in our school systems. Examples include teacher leader programs under state or ministry initiatives, post-secondary education programs or research that identifies barriers and enablers to teacher leadership. We propose a different approach: this paper explores the connections between servant leadership and teacher leadership through the lens of the ten characteristics identified by Spears (2010) and it considers the implications of informing and strengthening teacher leadership through a servant leadership framework. In our analysis we attempt to answer the following questions:

What connections can be made between the characteristics of servant leadership and teacher leadership?

What are the implications of these connections?

How can these connections be used to inform and strengthen teacher leadership?

Servant Leadership

Robert Greenleaf coined the term servant leadership in his 1970 essay "The Servant as Leader", where he explained that a "servant leader is servant first" (Greenleaf, 1970, p. 15). Greenleaf credits the idea of the servant as leader from his reading of Journey to the East by Herman Hess. The main character in Hess' story, Leo, is a man who accompanies a group on a mythical journey and does their chores, but he also keeps them upbeat and positive through songs and interactions with the group members. Leo disappears in this story and the group falls apart, the journey discontinues. The story's narrator comes across Leo some time later only to discover that he was actually the leader of the Order that had sponsored the journey and not the servant the narrator had thought him to be. The notion espoused in this story that a servant and a leader could be embodied by one person was something that Greenleaf believed could exist in today's world as a form of leadership. The idea of a servant as a leader is a very different perspective on leadership as it focuses on the needs of the followers and the focus of the leader is ensuring that those needs are being served (Greenleaf, 1970, p. 15). The priority for a servant leader is not their aspirations as a leader, nor the goals of the organization, but to the people that they serve as a leader. To know if a servant leader is achieving success as a leader is to simply administer what Greenleaf referred to as the best test: "do those served grow as persons, do they while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants" (Greenleaf, 1970, p. 15)?

Teacher Leadership

Defining what teacher leadership is can be quite challenging as there are overlapping and competing ideas of what it constitutes (Muijs & Harris, 2003). Our own definition of a teacher leader includes those who inspire, encourage, and empower their colleagues. This might be through sharing the interesting and innovative learning experiences of their classrooms, through participating in a mentoring project with a colleague, or through giving workshops on ideas that they are passionate about. These teachers are offering thoughtful ideas and suggestions to schools and school district challenges, they are letting their voice be heard in different contexts and they are developing new and innovative programs or structures collaboratively with colleagues.

Looking to the literature, the idea of teacher leadership has developed over a number of waves: the first wave was limited to positions of authority or thinking of the teacher in a more managerial role such as a department head; the second wave was more aligned with the classroom context, but still gave influence to formally created positions such as curriculum coordinator or team leader. The third wave recognizes leadership as a process rather than a position (Silva, Gilbert, and Nolan, 2000). For example, Muijs and Harris (2003) describe teacher leadership as relationships between the players rather than a role, position or status. This third wave of teacher leadership is harder to delineate; "when teacher leadership is conceived of as a process rather than a positional concept, it is more difficult to articulate because it comprises an array of behaviours and characteristics rather than formalized positional duties" (Pounder, 2006, p. 534).

Connections Between Servant and Teacher Leadership

Not only does the idea of servant leadership force us to change how we think of leadership, it also demands a different model of leadership: not the traditional, hierarchical mode of leadership, but a model based on community, team-work and involving others in decision making (Greenleaf, 2003). Similarly, the understanding of teacher leadership is often described as a process and behavior, rather than a position of authority. This form of leadership is emergent and can be seen in the actions one takes rather than a position or title (Supovitz, 2018, p. 55). Teacher leadership has been closely aligned with a distributed leadership model where leadership is shared and not held within a specific position. Teacher leadership has been documented to thrive in schools that more readily embrace this distributed model (Mujis & Harris, 2003 & 2006). This form of leadership also challenges traditional authoritarian systems in schools: that females dominate the teaching staff and males lead through administrative positions and that teachers work with students and administrators work with adults (Taylor et al, 2011).

Similarly, servant leadership is not dependent on a role or formal authority to lead, it is much bigger than that. In Greenleaf (2003), Larry Spears describes servant leadership as an approach to both life and work that is on-going, enduring, and transformational. It can be thought of as a philosophy that radiates into everything that a servant leader does in their lives. While teacher leadership is much more specific and a limited form of leadership due to its context compared to servant leadership, it has also been described as a different way to think about leadership and a way of being (Kajitani, 2015, p. 123).

The nature of the teacher leader context is that many teacher leaders are demonstrating leadership while working as full-time classroom teachers. As Burns (2003) points out, the key distinctive role of leadership is that leaders show initiative. In the case of teacher leadership, there is more going on than just initiative. Teacher leaders are often well regarded as knowledgeable colleagues who are collaborative and reflective and as a result of this, rather than simply becoming leaders, as Snell and Swanson (2000) explain, they are allowed by their peers to lead. Similarly, servant leaders earn the trust and respect of the people around them and they then choose to follow. The followers have a choice as this leadership is not about a role or a title (Ferch & Spears, 2015). Sipe and Frick (2009) further this idea by explaining that a servant leader does not use positional authority or coercion to lead, but rather moral authority.

Characteristics of Servant Leadership as a Comparison to Teacher Leadership. Spears (2010) distilled Greenleaf's original writings into ten characteristics of servant-leaders: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth and community building. These characteristics describe a servant leader, what they do, how they are with their followers, and what typifies them as a leader. They also provide a comparison or connection point between teacher leadership and servant leadership, as both forms of leadership are described through the characteristics that such leaders exemplify. The literature documents many similarities between servant leadership and teacher leadership through this analysis.

Listening. One characteristic that servant leaders exhibit is listening: listening first, listening deeply and reflectively. "Only a true natural servant automatically responds to any problem by listening first" (Greenleaf, 2008, p. 18). Servant leaders demonstrate respect, warmth, and genuine interest while they are listening as they know that true listening builds strength in those being listened to (Sipe and Frick, 2009). This characteristic has been identified in teacher leaders in the Teacher Leader Model Standards developed by the Teacher Leader Exploratory Consortium (TLEC)[1]. The consortium identified effective listening skills as an important component of how teacher leaders foster a collaborative culture. As described earlier, teacher leaders have earned the respect and trust of their peers and have developed strong collaborative relationships; listening is a very important part of building these relationships.

Empathy. Characteristics of servant leaders include striving to fully understand and empathize with others. This includes assuming good intentions of colleagues and others (Greenleaf, 2003). Servant leaders understand others and their circumstances or challenges and through this they build confidence and trust with their followers (Barbuto & Wheeler, 2007). As with listening, demonstrating empathy has been documented in teacher leaders. For example, Supovitz (2018) reported themes of empathy in his study of teacher leaders; he also connected this to how teacher leaders earn trust and rapport with their colleagues. Earning trust and confidence with colleagues is a central part of how teacher leaders lead.

Healing. An important characteristic of servant leader is that they "have the potential to heal themselves and others" (Crippen, 2010, p. 30). Through their actions as servant leaders they are facilitating a healing process and followers often look to them for support when times are difficult or something traumatic has occurred (Barbuto and Wheeler, 2007). As Robert Greenleaf also observes, this healing is to become whole and there is an awareness that this "search for wholeness is something they share;" both followers and leaders (Greenleaf, 2008, p. 37). Teacher leaders work to create a collaborative culture in an environment that is traditionally isolating and individualistic. Typically, teachers have closed their doors and taught in isolation (Taylor et al, 2011). Supovitz (2018) suggested that the teacher leaders he worked with had to develop strategies to get beyond the privacy norms that exist in schools and between teachers to gain trust and develop strong relationships. This included a focus on encouragement and support for teachers, which reflected the understanding that teachers rarely receive reassurance or acknowledgement in their work or when they went above and beyond. With this focus, these teacher leaders are filling that void in the system. Creating a connection across a culture of isolation is one example of how teacher leaders are healing themselves and their colleagues. They are also adding to the culture of the organization by actively filling what they viewed was lacking. As York-Barr and Duke (2004) explain, "the isolated culture of teaching diminishes teacher growth and professionalism" (p. 256). Teacher leaders are healing this divide with their attention to relationships and connections.

Awareness. Being open and aware of as much as possible strengthens effectiveness as a leader; especially having a high degree of self-awareness. This awareness allows servant leaders to step aside from context and detach in order to be able to fully see all of the intricacies at play. As Greenleaf explains (2008), it is important to keep the doors of perception wide open as "able leaders are usually sharply awake and reasonably disturbed" (p. 29). Often teacher leaders are very aware of their role as a leader and are concerned with how this might affect their relationships with their peers. The awareness of this tension informs how they operate in their leadership (York-Barr & Duke, 2004). For example, Supovitz (2018) found that teacher leaders prioritize their role as teacher and approached their leadership role from a teacher perspective. He also explained how teacher leaders are aware of the legitimacy this teacher focus brings to this role, especially with the teachers they are working with or leading.

Persuasion. The servant leader does not use coercion, nor their positional authority, but rather they seek to convince others through influence (Greenleaf, 2003). They never force anyone to do anything, but provide genuine, compelling reasons for action (Barbuto & Wheeler, 2007). As Greenleaf (2006) points out, the advantages to leading by "convincement rather than coercion" are obvious (p.31). For a teacher leader the relationships that are central to their role as a leader are their primary means of influence (York-Barr & Duke, 2004). Muijs and Harris (2006) explain that teacher leaders use a form of collaboration based on collegiality that they lever "for the prime purpose of securing certain outcomes linked to improving teaching and learning" (p. 964). Supovitz (2018) also describes how teacher leaders use strategies such as leading by example, earning their colleagues trust and encouraging and collaborating with their peers. They do not use traditional administrative approaches that are more coercive in nature.

Conceptualization. Servant leadership requires creativity and the ability to look at a problem or an organization from a wider perspective. This requires servant leaders to think beyond the day-to-day realities (Greenleaf, 2003) and encourage others to dream big (Babuto & Wheeler, 2007). This can be seen in teacher leaders where they are encouraging teachers to go beyond their traditional teacher roles (Supovitz, 2018). Teacher leaders have also been recognized as skilled in possessing a solid understanding of organizational diagnosis and the "big picture" issues facing a school or school district (York-Barr & Duke, 2004).

Foresight. A servant leader is able to use the information and understandings available to them to reflect and predict happenings in the future. According to Sipe and Frick (2009), a servant leader is able to create and imagine possibilities while anticipating future likelihoods, then move ahead with purpose. Barbuto and Wheeler (2007) also describe servant leaders as being able to anticipate consequences of decisions correctly. Foresight involves being connected to the present as it is informed by the past and as it informs the future. Greenleaf (2006) explains that the ability to view the past, present, and future in this way is a central tenant of leadership. Acker-Hocevar and Touchton (1999) observed that teacher leaders can envision the broader impact of decisions made by administrators and teachers. There is also the clear connection between teacher leadership and school improvement (Muijs & Harris, 2003, 2008; York-Barr & Duke, 2004; Wenner & Campbell, 2017). Teacher leadership is seen as a strong driver for moving educational change forward in a school system. Muijs and Harris (2003) identify some of the main reasons teacher leadership is associated with school improvement; including how it empowers teachers, how activities such as collaborating with peers strengthened morale, and how shared leadership can lead to higher recruitment and retention. It has also been noted that teacher leaders often do not associate their actions with the term leadership, rather they identify as teachers first, not leaders first (Supovitz, 2018; Muijs & Harris, 2006). This positions them in a very strong place as they are more able to make decisions based on what is best for students and supports their colleagues. Their perspective and foresight make for strong leadership.

Stewardship. Service is central to the work of a servant leader and that includes being a steward for the organization so that it may contribute to the greater good of society and make a positive impact (Barbuto & Wheeler, 2007). Servant leaders consider the good at all times, including potential impacts on individuals, families, communities and the natural world from decisions made within the organization (Greenleaf, 2003). Teacher leaders demonstrate stewardship by advocating for their colleagues as well as student learning and the profession (Muijs & Harris, 2006; Supovitz, 2018; Teacher Leader Exploratory Consortium, 2011). They also are stewards through their active participation in school improvement initiatives and teacher professional development (Muijs & Harris, 2006).

Commitment to Growth. This characteristic of servant leadership is the commitment to the growth of individuals. This relates to Greenleaf's "best test" as a leader and is a focus for servant leadership: helping those whom you serve become more confident and capable (Greenleaf, 2003). This is often a direct focus for teacher leaders: promoting growth among colleagues. Teacher leaders report seeing their role as helping teachers become better teachers and doing this through collaboration (Supovitz, 2018). The primary concern of teacher leaders is to support professional learning in their schools through organizing learning communities, leading professional development programs and assisting teachers in their classrooms (Mujis & Harris, 2006; Margolis & Huggins, 2012). It is through this focus that they demonstrate a commitment to the growth of others.

Community Building. Servant leaders find ways to build community and strengthen relationships (Greenleaf, 2003). Teacher leaders build community when they work collaboratively and lead and develop professional learning opportunities. Teacher leaders are able to deal with process and have effective group processing skills (Yarger & Lee, 1994), they establish social linkages and networks among peers and community (Acker- Hocevar & Touchton, 1999), and they facilitate communities of learning through organization-wide processes (Crowther, 2002). Teacher leadership often extends beyond the school. Teacher leaders strive to make connections to the community outside of the school through collaboration with families, communities, and colleagues. (York-Barr & Duke, 2004; Teacher Leadership Exploratory Consortium, 2008).

Implications

There are clear links and similarities between servant leadership and teacher leadership represented in the literature when one applies the individual characteristics developed in detail by Spears (2010). These connections indicate a strong potential for integration of servant leadership and teacher leadership for the purpose of strengthening teacher leadership. Nonetheless, the two forms of leadership are quite different contextually: teacher leadership is relatively narrow and confined to the role of a teacher operating within a school system (although this description of leadership may be extrapolated to other similar roles), whereas servant leadership can be practiced anywhere and in any position. Servant leadership as a philosophy of leadership has the potential to inspire, guide and provide purpose to the role of teacher leaders. It is an overarching way of approaching leadership that has the potential to support the more specific context of the teacher leader. A teacher leader who is consciously practicing the qualities of servant leadership will not only strengthen their role by building onto the characteristics of successful leaders identified in this paper, but, will so with a new sense of purpose and guidance. Sipe and Frick (2009) look to Aristotle to explain how consciously and consistently making decisions and actions based on guiding principles strengthen our character. An awareness and understanding of servant leadership principles by teacher leaders would potentially make a powerful synergy between role and philosophy. Therefore, our recommendations going forward are to integrate discussions and information on servant leadership in teacher leadership courses. This would include being part of university preparatory programs, graduate level programs, teacher workshops, or seminars with the goal of developing a curiosity and understanding of the practice and philosophy of servant leadership as it is linked to teacher leadership. Through these types of courses, participants would develop an identity as a leader and recognition of their actions as leadership.

The importance of developing and strengthening teacher leadership can be seen in the growing number of courses or programs in this field (Allen, 2018; Taylor, Goeke, Klein, Onore & Geist, 2011), including the development of the Teacher Leadership Model Standards (Teacher Leadership Exploratory Consortium, 2011). Taylor et al. (2011) stress the importance of such programs to help develop teacher leadership specifically because teacher leaders often do not associate themselves as leaders, nor associate their actions as providing leadership: "without the recognition that one is already a leader, the fulfillment of one's own potential and the capacity to influence others is diminished" (p. 925). These programs develop understanding of leadership theory, which in turn helps teacher leaders to develop their identity as leaders.

The philosophy of servant leadership has the potential for teacher leaders to become self aware of their identity as leaders. As stated earlier, teacher leaders are often reluctant to identify as leaders. Lieberman and Friedrich (2010) assert that this reluctance is due to the widely held definition of leader as being hierarchical, decision-making, and have a formal title. This definition stems from the system in which teachers exist where teachers are treated the same and it is the administration of schools that have more authority. Teacher leaders did not identify with that definition of leadership. Servant leadership provides a philosophy of leadership that is much more aligned with teacher leadership (as evidenced through the comparison of characteristics stated earlier), it also challenges the traditional concept of leadership that teachers often do not identify with. Bennis and Goldsmith (1997) argue that by changing the lens with which we view leadership we can change ourselves as leaders. The concept of service-focused leadership is in direct opposition to, and challenges, the traditional, hierarchical concept of leadership (Crippen, 2005).

Our recommendation that servant leadership be included in teacher leadership programs as a valuable component to developing a teacher leader identity is further supported in that it not only provides an overarching philosophy to guide teacher leaders, but it strikes at the heart of being a teacher, of taking on the teacher identity and role. Sipe and Frick (2009) explain that the idea of servanthood can be thought of as a value and a belief and that individuals generally would like to be a part of an organization that makes a positive difference in the world. This is very true of teachers; most teachers go into the profession for primarily altruistic reasons (Fray & Gore, 2018). As Crippen (2005) points out, when one takes on the title or identity of teacher, they become a leader, first a leader in their classroom, then a leader in their school and beyond. With this role comes great responsibility, especially moral responsibility. She then expands this idea to assert that servant leadership provides a moral way of serving and addresses the moral imperative demanded of teachers and leadership in education (Crippen, 2010). For teacher leaders, the philosophy of servant leadership includes values that closely align with the profession and take it further. For example, Sun (2013) explains "leaders with a servant identity are able to consciously refer to a set of servant attributes when the situation requires servant behavior" (p. 555).

In an analysis of teacher leadership programs through the lens of the Teacher Leadership Model Standards, Berg, Carver, and Mangin (2014) observe that the standards do not include the importance of the teacher leaders developing a shared vision. They identify that this is an integral part of the role of a teacher leader, especially when navigating instructional change and as such, is regularly included in administrative leadership programs and courses. Including a focus on servant leadership in teacher leadership programs could address this issue. Sun (2013) describes the visioning that servant leaders are associated with through the characteristic of persuasion. He points out that servant leaders need to develop a clear way forward to persuade followers to act. Sun also points out that servant leadership visioning is characterized by what would be best for the individuals in an organization, not the interests of the leader or the organization.

As stated previously, teacher leadership is associated with a distributed model of leadership. Mujis and Harris (2006) explain that teacher leadership thrives in environments that have a more distributed model of leadership where power is shared and where teacher leadership is valued, encouraged, and promoted. Similarly, Van Dierendonck (2011) found that an organization with a lower power distance (or a leadership model closer towards a distributed leadership model), not only facilitates servant leadership behaviours, but also encourages them. Therefore, we also recommend, not only incorporating servant leadership into teacher leadership programs, but include education on this partnership for school district administrations, emphasizing the importance of distributed leadership structures to promote and help to facilitate both teacher leadership and servant leadership within their districts.

Further research that is able to measure or track the effect of including servant leadership principals and characteristics in teacher leadership programs is warranted in this area as well. For example, Fields, Thompson, and Hawkins (2015) completed a study over the course of three years that documented the development of servant leadership in cohorts of students enrolled as social work and child and family studies majors. They incorporated servant leadership instruction into a weekly seminar session and analyzed students' written reflections, capstone project (an internship), and a self-reflection using a conceptual framework. Student reflections from their internship reflected "a deep, contextualized understanding of servant leadership within a professional setting" and based on the results, the team supported incorporating servant leadership instruction in programs for such professions (Fields et al, p. 101). We recommend embedding servant leadership and teacher leadership understandings and characteristics into teacher education programs and workshops to explore the effect of such programs over time. Tracking an increase or strengthening in teacher leadership is a complex endeavor; for example, looking for evidence of sense of identity as a leader in teacher participants and noting evidence of characteristics described in the Teacher Leader Model Standards (Teacher Leader Exploratory Consortium, 2011) or the ten characteristics outlined by Spears (2010) in the teacher participants' schools. This could be done through reflective journaling before, during, and after attending a program; as well as interviews with teacher participants and their peers or administrators to investigate the long-term impacts.

Conclusion

Spear's (2010) ten characteristics of servant leadership provided a framework for comparing the characteristics of teacher leaders and servant leaders as outlined in the literature. While there are many similarities between the characteristics of the two forms of leadership, there are also similarities around how they are defined and described. Neither teacher leadership nor servant leadership are dependent on a role or authority; both are described as a set of behaviours, a mindset or way of being as a leader. However, teacher leadership and servant leadership differ in that one is confined to a specific context while the other is a broader philosophy and practice. Connecting the two in meaningful and intentional ways in teacher leadership programs and workshops has the potential for creating a synergistic partnership. Servant leadership provides an overarching philosophy that could enhance teacher leadership programs and in turn strengthen the role of teacher leadership in our educational systems.

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