Published by Joan Oladunjoye, 23rd March 2025
Over the past nine weeks, my understanding of leadership has deepened significantly. When I first ranked the attributes of leadership, I emphasized qualities such as being forward-looking, competent, caring, and inspiring. These values reflected my commitment to guiding students through an ever-evolving digital world, especially in the field of computer science education. However, through studying change management theories and engaging in the collaborative development of a digital toolkit, I have begun to see leadership not only as a personal disposition but also as a strategic and relational practice.
One of the major shifts in my perspective relates to the role of cooperation and supportiveness. Initially ranked at mid-level in my list, I now recognize that these attributes are essential in fostering collective ownership of change. As Kotter (2012) emphasizes, successful change requires mobilizing a guiding coalition and sustaining a sense of urgency throughout the process. Our toolkit project demonstrated the importance of distributed leadership where influence is shared across the team and how this fosters innovation, resilience, and shared accountability (Spillane, 2006).
Moreover, the emphasis I placed on being forward-looking remains, but I now understand it must be grounded in listening and adapting. Change leadership is not only about having a vision but also aligning that vision with the needs and readiness of stakeholders (Fullan, 2011). My work on the digital toolkit underscored the need to continuously assess user experience, data-informed decision making, and inclusive design. These dimensions required me to adopt a more transformational leadership style, one that inspires, models, and empowers rather than directs (Bass & Riggio, 2006).
Furthermore, my view of competence has also evolved. Previously, I associated it primarily with subject expertise. However, through this course, I’ve come to see competence as including emotional intelligence, communication, and adaptability in navigating uncertainty (Goleman et al., 2013). This shift has influenced how I interact with students and colleagues, especially when introducing new technologies or instructional methods.
Finally, I’ve developed a deeper appreciation for self-awareness and reflection in leadership. Being able to critically assess my own assumptions, seek feedback, and adjust my approach has proven essential throughout the toolkit project. It’s clear to me now that leadership is not a fixed trait but a continuous learning process grounded in context and community (Heifetz et al., 2009).
In conclusion, this course has significantly broadened my understanding of leadership in digital learning environments. While I still value qualities like vision, inspiration, and expertise, I now place greater emphasis on collaboration, emotional intelligence, and strategic responsiveness. These are the capacities I aim to carry forward as I lead change within my educational context.
References
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Psychology Press.
Fullan, M. (2011). Change leader: Learning to do what matters most. Jossey-Bass.
Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Review Press.
Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.
Kotter, J. P. (2012). Leading change. Harvard Business Review Press.
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.