Self-leadership is the key to the change we need to see. Our girls are acutely aware of the changes that have beset their world over the past two years; even the younger girls speak about the constant adjustments required to adapt to current expectations and guidelines. A rapidly changing world has become a reality.
In a School founded by purposeful, independent women, it remains our responsibility to develop in our students the character, disposition, and skills they will need to flourish in and contribute to the world in which we live.
Eloise reminded us at the Junior School Prefects’ Induction last week, that leadership is about having a positive influence on others and guiding them in the right direction – to do this effectively it is our responsibility to provide individuals with the opportunity to ‘know’ and understand themselves first.
All human beings are self-leaders; however, not all self-leaders are effective at self-leading (Manz, 1983). The good news is that self-leaders can become better at leading themselves.
Research literature informs us that through the interrelated pillars of Self-discovery, Self-management, Self-growth and Action we can indeed enable our students to become more effective self-leaders. Goodridge (2019) refers to this process as ‘focusing on you,’ rather than focusing on external factors in leadership.
How do we grow self-leaders within our Community?
Self-discovery
Using values and skills for purpose
For the girls to develop as self-leaders it is important that they understand themselves well. In unpacking the beliefs and values that make them who they are, the Queenwood Values of Truth, Courage and Service provide a familiar and useful starting point. Woven throughout all aspects of our Community, these values are the foundation upon which to build our students’ capacity as self-leaders. The values are a guide for the girls’ approach to life and relationships; through ‘living’ these values they build character and mental and moral qualities which are distinctive to individuals.
At School we integrate these values into assemblies, celebrations, reflections, personal development activities, community activities and general discussion.
At home these values (and others) may form the basis of conversations, actions which align with the values, acknowledging others’ deeds and achievements (role models) and provide direction when faced with new and unfamiliar situations.
At School we provide the opportunity for the development of a broad range of skills (academic, pastoral, and co-curricular) and passions. Let's focus on the skills the girls have developed and the activities that fill them with energy and explore how these may be used with purpose within the Community. Too often, girls focus on flaws but we should celebrate their achievements as a driving force for change.
Knowing your purpose is crucial to self-leadership and the capacity to lead others in this cause. Our students are aware that their role is to contribute and make a difference in the world.
Self-management
Managing work, time, relationships, and responsibilities
Life is busy! From an early age, girls should develop a sense of responsibility for their own actions and behaviour.
Both at School and at home we can assist our girls to establish routines and organisation with learning tasks, music practice, co-curricular activities, exercise, interactions with others, ‘down time’ and bedtime. This is as true for teenagers as for younger children! We should assist our girls to find a healthy balance in their lives by education and role modelling. Effective self-management enables leaders to be more productive, focused, and independent. Balance and prioritising the right things enable leaders to focus on their goals and empower others to assist in the pursuit more successfully.
Self-growth
Becoming a better leader
Self-leaders should lead by example in self-growth, inspiring others to follow suit. Belonging to a warm, encouraging community, where achievements are celebrated and next steps in learning are supported, promotes self-confidence, and with this, growth. We encourage our students to have a passion for learning, to be curious, to wonder, to ask questions, to read, to explore new ways of solving problems. Our girls know that struggle leads to success (‘per aspera ad astra’). With effort and willingness to ‘have a go’, and the knowledge that failure is a learning opportunity, our girls achieve great things.
Action
Contribution
Self-leadership involves having a good understanding of who you are, where you want to go and what you can accomplish, as well as having the ability to control your emotions and behaviour in a way that guides you towards success.
Our students are encouraged to use skills and resources generously and wisely. They understand that education is a privilege and with this comes a responsibility to give back, to educate and advocate for others – to care and to act. William Cronin (1998) writes about the importance of exercising our freedom to make a difference in the world and make a difference for more than just ourselves.
Rabia Siddique (2022) also speaks about the need for values-based change makers. Self-leadership is the key to a brighter, safer, more sustainable and enlightened future. Such people will lead the change around them whilst the young and our leaders of tomorrow are the ones changing many things for the better today.