Having a holistic understanding of the challenges eminent in the school environment and strategizing on introducing sustainable solutions to such issues is one way to impact my campus as a teacher leader. Specifically, having a cultural shift by challenging the status quo and introducing evidence-based practices would impact all stakeholders ( Brondyk, Susan & Stanulis, 2014) . This is not only about influencing teachers to approach teaching in a particular way but also in ensuring they look at the dynamics that affect student’s learning, for example, the environment and their social and psychological well-being.
I can also make a great impact by introducing mentoring programs, creating situations and environments that call for collaboration and coalition ( Brondyk, Susan & Stanulis, 2014) . Mentoring ensures less experienced teachers learn from the experienced ones. This not only influences excellence but also gives teachers the confidence to approach situations innovatively. Most importantly, collaboration ensures cross-learning and better problem-solving. To make these strategies work in the best way possible, it would be advisable to couple them with excellent communication skills and appreciation of teachers and other stakeholders such as students who might positively influence a given teaching approach.
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Distributed leadership, distribution of various leadership functions, and cooperation in leadership are critical factors related to organizational commitment (Hulpi et al., 2009). Cooperation in leadership specifically influences cohesion among teams, a factor that in turn leads to team success. Since people are attracted to success and like associating with it, this aspect is likely to influence their commitment. Most importantly, supportive leadership and ensuring teachers are part of the decision making process in a given entity positively influences their commitment.
Another aspect related to organizational commitment is demographics and workplace characteristics. Hulpi et al. (2009) say that female teachers are more committed to the schools they teach than their male counterparts. Most importantly, issues such as the school size and the leadership team’s size could also influence organizational commitment. These variables affect the support employees are likely to get, their achievement at work, and hence, satisfaction and eventually commitment.
References
Brondyk, S., & Stanulis, R. (2014). Teacher leadership for change. Kappa Delta Pi Record , 50 (1), 13-17.
Hulpia, H., Devos, G., & Van Keer, H. (2009). The influence of distributed leadership on teachers’ organizational commitment: A multilevel approach. The Journal of Educational Research , 103 (1), 40-52.
