CHAPTER 8 TEACHING AND LEADERSHIP
5.4. LEADERSHIP: DOING
5.4.1. Inspiring others
132 out – and in – and out.” [To one boy who was giggling] “You need an extra one, you are still not ready.” (Sapphire 1)
It can be seen from the above comments that the respondents recognised knowledge of one’s pupils as an important function of leading and as such they are endeavouring to practise this as part of their teaching.
133 The data gathered by this study reveals that there is an understanding and recognition by the study’s respondents of the need for teachers to inspire and motivate their pupils.
This understanding and recognition is consistent with Heifitz’s (1994) definition of leadership as an act of mobilisation (see Chapter 2). Providing inspiration, literally to breathe into (from the Latin inspirare) (Oxford English Dictionary, 2005) was recognised by the following three respondents as something that leaders do:
Leadership is inspiring others. (Emerald 2)
Leadership is the ability to inspire others toward positive action and bringing about meaningful change in the system. (Emerald 4)
I think a leader needs to be inspirational; you need to inspire people.
(Topaz 5)
Inspiration was recognised by the following respondents as a matter of consequence if one is to lead as a teacher:
You have to be able to inspire people to go along with you and accept what you say. (Ruby 3)
Leadership is inspiring others […] to reach their full potential. (Opal 5)
I think you need to know how to inspire them to give of their best.
(Topaz 2)
The one leadership quality I really admire is the ability to inspire. I think as the teacher inspires, he is leading, not merely teaching.
Teaching is a task; inspiration and motivation are the mission – that is the primary function, to inspire. The teacher is on a mission. If you are a leader in the classroom you are on a mission. The mission is to bring across the principle that we are all living a life of purpose.
(Diamond 4)
134 Opal 8 and Opal 1 expressed their hope that their teaching is inspirational, which is an indicator of the importance they attach to teachers inspiring their pupils:
When it comes to inspiration, I hope I inspire my pupils. (Opal 8) I would be devastated if in teaching I wasn’t inspiring. (Opal 1) Another respondent said:
You are the inspiration – you, the leader, are the inspiration. If you have got inspiration it is contagious, they will see it. […]. It is you that is the example, you that is the inspiration and they will take the lead from you. Ja! I think inspiration is very important. (Garnet 3)
Opal 6 expressed a view that inspirational teaching (and leadership) does not just happen effortlessly:
I also think to be inspiring you have to put energy into it and you have to do some research, and be prepared. You can’t – you can’t just walk in and be inspiring, but if you want to take your class to higher levels you need to prepare for it. Be it for information, materials, research or whatever it is. (Opal 6)
The following respondents argue that inspiring pupils when teaching makes one more effective as a teacher than those who just teach:
Anybody can be an administrator […] but if you cannot inspire then everything becomes difficult, and doesn’t really mean too much.
Once you can inspire children and get that spark going then all these other things you need to do are much easier, and you get good results – but inspiration is like a huge thing for a leader. (Topaz 5)
It’s got to be the type of lesson where children are inspired to think on their own, work things out for themselves. (Topaz 3)
135 I just think of my children and how in Grade 5 they grow to love their poetry lessons, because I enjoy poetry, and they love their poetry. It is amazing for young boys to want to read poetry. It is one area in which I do feel I inspire them. (Opal 4)
Opal 1 expressed her opinion that inspiring when teaching is a skill that needs to be learned:
I think it is something that is a learnt behaviour. You suddenly realise after a lesson – wow – they are so inspired. I must do this again. (Opal 1)
Inspiration, as with all leadership abilities, however, begins with the person who is leading. One respondent spoke of the importance he believes is attached to the nature of the person who teaches and leads:
I think when you are going to inspire your class it comes from within you; and the children must feel that you are so caught up with whatever you are putting across to them. I think that is so important.
And if they feel you are living whatever you are doing, they will be inspired. (Opal 2)
The place of inspiration in teaching has been well identified by the above respondents.
Opal 7 recognised that there were inevitably teachers teaching without the will to inspire even though others have such will. The concern expressed is that maybe the inspirational teachers are in the minority.
I think that there are a lot of teachers who don’t think they should be inspiring people. I think there are wonderful, inspirational teachers out there, but I think they are more in the minority than the majority.
Such a situation, if correct, suggests a deficit in the teachers concerned in their understanding of the possibilities of inspiration in teaching, a consequence of their experience, training or management.
136 Opal 7’s comment, however, that teachers who inspire may be in the minority, has an intuitive ring of veracity to me given that the teachers who participated in this study grew up and now operate under a privileged set of circumstances. The competence of inspiration in teachers requires a compendium of energy (see Opal 6 comment above), self-confidence, knowledge of the subject and the pupils, sound preparation, a personal passion for the topic, for teaching and for children – a rare mixture.
This suggests a need for intervention within the education system with regard to this issue – understanding of it and how to use it.