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A PERSONAL LEADERSHIP STATEMENT

ANDREA SANCHEZ MARTINEZ

JUAN JOSE ROZO NAVA

UNIVERSIDAD DE CÓRDOBA

FACULTY OF EDUCATION AND HUMAN SCIENCES

ENGLISH LANGUAGE TEACHING PROGRAMME

DIPLOMA COURSE

Lifelong Professional Development: Empowering Foreign Language Teachers

MONTERÍA – CÓRDOBA

2025

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A PERSONAL LEADERSHIP STATEMENT

ANDREA SANCHEZ MARTINEZ

JUAN JOSE ROZO NAVA

Statement submitted in fulfillment of the requirements for the degree of English Teaching Program

MENTORS

PEDRO AGUAS CASTILLO, PhD

DELIA GONZALEZ LARA

UNIVERSIDAD DE CÓRDOBA

FACULTY OF EDUCATION AND HUMAN SCIENCES

ENGLISH LANGUAGE TEACHING PROGRAMME

MONTERÍA – CÓRDOBA

2025

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www.unicordoba.edu.co CO-SC5278-1 Abstract

This paper explores authentic leadership as a way to empower teachers and strengthen school culture, especially in foreign language education. Based on leadership theories by Daft (2008) and Avolio and Gardner (2005), the paper argues that leadership grounded in self-awareness, ethical values, and transparency builds trust and motivation among educators. Many teachers demonstrate leadership without fully recognizing it, which limits their potential impact. Using a reflective and theoretical approach, the paper discusses key assumptions about collaboration, trust, and student-centered learning. It also examines leadership empowerment as a process that promotes teacher autonomy and shared responsibility. Practical strategies, such as collaborative idea exchanges, rotating teacher leadership roles, and student feedback spaces, are proposed. The paper concludes that authentic leadership supports innovation, professional growth, and improved quality in foreign language education by valuing teacher voice and encouraging meaningful participation.

Keywords: Authentic leadership; teacher empowerment; educational leadership; school culture; foreign language education.

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www.unicordoba.edu.co CO-SC5278-1 Our Leadership Profile

As teacher leaders, we consider ourselves people who truly value teamwork and empowerment. We would like to support our teammates, share ideas, and listen to different points of view. As developing educational leaders, we value authenticity, collaboration, and commitment to continuous growth. Our approach to leadership is grounded in the belief that effective leaders empower others through trust, transparency, and shared purpose. We see leadership not merely as a position of authority, but as a process of influence that fosters collective learning and positive change.

The path to true leadership begins at the feet of service. — Sanchez & Rozo, Personal Leadership Statement.

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www.unicordoba.edu.co CO-SC5278-1 Introduction In every school, leadership determines whether teams merely function or truly flourish. According to Daft (2008), leadership involves a relationship between leaders and followers that seeks meaningful change aligned with common purposes. Leadership, according to Yukl (2013), is the process of influencing and guiding individuals or groups in order to achieve shared goals. Leadership embodies a genuine desire to serve others, inspiring trust and positive change to improve people’s lives and the world, regardless of recognition. It requires self-awareness, integrity, and transparency. Despite the recognized importance of leadership in education, a common problem is that many teachers demonstrate leadership unconsciously, without fully identifying or strengthening these abilities. As a result, their potential to inspire others and contribute to a positive, innovative school culture often remains underdeveloped (Hallinger & Chen, 2015). This challenge can be addressed through an authentic leadership perspective where teachers can recognize their strengths, build stronger trust with colleagues, and feel genuinely motivated to propose and sustain meaningful changes in their schools. Studies have shown that leadership practices based on authenticity and coherence play a significant role in empowering educators and strengthening trust relationships (Kouzes & Posner, 2024; Leithwood, 2019). This section examines authentic leadership, with subsequent parts addressing our key assumptions, implications for the future, and final conclusions.

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www.unicordoba.edu.co CO-SC5278-1 In terms of providing a general definition of leadership, Beresford-Dey (2025) describes leadership as a multifaceted and evolving process that transcends administrative functions, emphasizing the ability to influence, inspire, and create conditions that foster meaningful learning and institutional growth. Yet for such environments to be sustainable, leadership must go beyond routine management, it must be authentic. Authentic leadership, grounded in self-awareness, transparency, and ethical consistency between values and actions, inspires trust and motivation through genuine relationships. As Avolio and Gardner (2005) explain, this perspective emphasizes moral integrity, self-awareness, relational transparency, and balanced decision-making. Such qualities directly enhance teachers’ motivation and trust. Recent research further supports this connection, showing that authentic leaders strengthen teacher well-being, engagement, and self-efficacy through open communication and supportive relationships (Alilyyani et al., 2018). By emphasizing authenticity over control, educational leaders can cultivate cultures where teachers feel valued and empowered. This understanding sets the stage for the next section, which explores the key assumptions underlying authentic leadership in educational contexts.

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www.unicordoba.edu.co CO-SC5278-1 Our Assumptions According to Daft (2008), all leaders act based on certain assumptions about people, work, and learning. These assumptions influence not only how leaders behave but also how they shape organizational or educational culture. As developing educators, we recognize that our leadership assumptions deeply affect how we understand teaching, learning, and collaboration. Guided by the perspective of authentic leadership, we believe that effective leadership begins with self-awareness, transparency, and a commitment to moral values. We assume that authenticity fosters trust, and that trust, in turn, enables meaningful learning and cooperation (Avolio & Gardner, 2005). In foreign language education, our assumptions are built around the idea that students learn best in environments where they feel respected, supported, and genuinely heard. Daft (2008) suggests that leaders who hold positive assumptions about others’ potential encourage greater engagement and creativity. This resonates with our belief that students are capable of self-directed growth when given autonomy and encouragement. Therefore, we see our role not as controllers of knowledge but as facilitators of shared learning, helping learners to construct meaning through authentic interaction (Ryan & Deci, 2020).

Collaborative work during this course has helped us examine and refine these assumptions. Working with our peers reminded us that authentic leadership is also relational; it involves vulnerability, dialogue, and openness to change (Walumbwa et al.,

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www.unicordoba.edu.co CO-SC5278-1 2008). Through teamwork, we realized that authenticity is not static, on the contrary, it grows when leaders integrate diverse voices and experiences. We also recognize that inclusive and culturally responsive leadership is essential in diverse educational contexts, since valuing diversity enhances collective learning and belonging (Ng & Burke, 2010). As we continue shaping our leadership identities, we have begun to ask ourselves important questions: How can we remain authentic when institutional expectations conflict with our values? How can we ensure that openness strengthens rather than weakens our leadership authority? How can we promote diversity and ethical awareness in our classrooms? We have started to reflect and respond to these questions, understanding that authentic leadership, as Daft (2008) proposes, is a continual process of self-discovery and relational growth grounded in genuine human connection.

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www.unicordoba.edu.co CO-SC5278-1 Leadership Empowerment and Implications for the Future Leadership empowerment has become an essential element in school improvement because it emphasizes shared influence, professional autonomy, and collective responsibility for learning. In educational settings, empowerment refers to the process through which leaders expand teachers’ access to information, resources, and decisionmaking opportunities so they can act with confidence and purpose (Daft, 2008). From an authentic leadership perspective, empowerment is strengthened when leaders act with selfawareness, moral clarity, and relational transparency, creating the trust that enables teachers to assume greater responsibility and initiative (Avolio & Gardner, 2005). Research shows that when teachers participate meaningfully in shaping instruction and school policies, they develop stronger self-efficacy and commitment to organizational goals (Marks & Printy, 2003). Professional learning communities also demonstrate that teachers who feel trusted to lead initiatives show greater motivation and instructional innovation (Hord, 2004). These insights suggest that schools aiming to cultivate empowerment must build structures that value contribution, encourage initiative, and support ethical and transparent leadership. Our leadership plan will focus on strengthening collaboration and practical problemsolving in the school. First, we will introduce short weekly “idea exchanges”, where teachers share small strategies that worked in their classes. Next, we will create a rotating ‘teacher leadership role’ each month, allowing different teachers to guide a small project,

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www.unicordoba.edu.co CO-SC5278-1 such as improving homework routines or updating classroom norms. Finally, we will establish a student-feedback corner so teachers can review suggestions from learners and adjust their teaching plans based on real classroom needs. Research shows that authentic leadership strengthens trust, collaboration, and open dialogue in schools (Walumbwa et al., 2008). Studies also note that when teachers engage in meaningful leadership tasks, their motivation and ownership increase, enhancing overall school improvement efforts (Avolio & Gardner, 2005). These points show how authentic leadership can reinforce empowerment and prepare the way for the conclusions that follow.

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www.unicordoba.edu.co CO-SC5278-1 Conclusion Authentic leadership provides a framework that helps schools cultivate trust, ethical decision-making, and shared responsibility. As a leadership perspective, it emphasizes selfawareness, moral clarity, and transparent relationships (Avolio & Gardner, 2005), which translate into school cultures where collaboration and professional autonomy are encouraged. In practice, authentic leadership reflects in schools through open communication, collective problem-solving, and a climate where teachers feel supported to take initiative and innovate. Daft (2008) highlights that empowerment grows when people understand their purpose and see their contributions valued, a condition that strengthens school engagement and instructional quality. These ideas help us move into what makes leadership plans success depend on and what schools need to do to innovate and ensure quality of foreign language education.

The success of leadership plans depends on trust, shared purpose, and the leader’s ability to model authenticity in daily interactions. Studies show that schools make meaningful progress when teachers feel empowered to exercise autonomy, collaborate with peers, and participate actively in decision-making (Lee & Nie, 2014; Harris & Spillane, 2008). These conditions reflect the core of authentic leadership, which emphasizes openness, ethical commitment, and relational transparency. To innovate and ensure quality in foreign language education, schools need structures that support continuous professional

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www.unicordoba.edu.co CO-SC5278-1 learning, opportunities for teacher-led initiatives, and feedback systems that elevate student voice. This aligns with Daft’s (2008) view that empowerment grows in environments where individuals understand their purpose and believe their contributions matter. By cultivating collaborative spaces, encouraging reflective practice, and integrating student insights, schools can create the conditions needed for effective and responsive language teaching.

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www.unicordoba.edu.co CO-SC5278-1 References Alilyyani, B., Wong, C. A., & Cummings, G. (2018). Antecedents, mediators, and outcomes of authentic leadership in healthcare: A systematic review. International Journal of Nursing Studies, 83, 34–64. https://doi.org/10.1016/j.ijnurstu.2018.04.001 Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001 Daft, R. L. (2008). The leadership experience (4th ed.). Thomson South-Western. Hallinger, P., & Chen, J. (2015). Review of research on educational leadership and management in Asia. Educational Management Administration & Leadership, 43(1), 5–27. https://doi.org/10.1177/1741143214535744 Harris, A., & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31–34.

https://doi.org/10.1177/0892020607085623 Kouzes, J. M., & Posner, B. Z. (2024). The Leadership Challenge. Wiley.

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www.unicordoba.edu.co CO-SC5278-1 Lee, A. N., & Nie, Y. L. (2014). Understanding teacher empowerment: Teachers’ perceptions of principal practices and teacher professional development. Educational Research for Policy and Practice, 13(2), 169–189. https://doi.org/10.1007/s10671-013-9157-6 Leithwood, K. (2019). Educational leadership and student learning outcomes. Leithwood, K., & Sun, J. (2018). Academic culture: A promising mediator of school leaders’ influence on student learning. Journal of Educational Administration, 56(3), 350–363. https://doi.org/10.1108/JEA-01-2017-0009 Sun, J., & Leithwood, K. (2017). Leadership effects on student learning mediated by teacher emotions. School Leadership & Management, 37(1–2), 30–46. https://doi.org/10.3390/soc5030566 Yihong Long, Yi Xia, Fasheng Cao, Yuan Long, The influence of authentic leadership on teacher performance in Guiyang public primary schools, Studies in Educational Evaluation, Volume 83, 2024, 101400, ISSN 0191- 491X, https://doi.org/10.1016/j.stueduc.2024.101400 Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson.