My understanding of leadership within the role of the teacher librarian has evolved through this subject. Initially, I viewed the position as a sidestep to leadership; however, my perspective has shifted. I was influenced by (Greenleaf’s, 1970) articulation of servant leadership, which aligns closely with my philosophy of the library as the learning hub of the school. In this view, leadership is enacted through resourcing, supporting, and meeting the needs of others. As (Dawkins, 2025) notes, however, such service must be intentionally and thoughtfully enacted to ensure it is both well-received and effective, without diminishing the authority of the teacher librarian’s leadership within the school context.
It is tempting to question the effectiveness of servant leadership when considering broader school outcomes, particularly given (Mortimore’s, 2013) description of ‘heroic leadership,’ which often represents the kind of leadership we believe we must pursue. For teacher librarians, however, I believe the more valuable approach lies in strategic leadership. The lessons of this subject have reinforced for me the importance of being deliberate and purposeful in how I lead. Strategic leadership is essential for advocating for the library’s role and for promoting innovation. As (Dickey, 2023) explains, innovation should not represent change for its own sake, but rather be driven by purpose and meaning. For me, this purpose often involves integrating new technologies and supporting teachers in recognising the sound pedagogy underpinning them. Innovation requires foresight (Dawkins, 2025), which can in turn ignite motivation in others.
Leadership has proven particularly critical when I reflect on the challenges facing education today, especially the rapid pace of technological change. (Friesen and Brown, 2025) describe these as adaptive challenges—problems that require creativity, innovation, and continual learning. Teacher librarians, with their unique skill sets, are well positioned to guide others in adapting to such change, including responding to the rise of generative AI. Teacher librarians are able to identify patterns—such as increasing demands for digital literacy or the need to embed ethical AI practices—and bring these insights to the leadership table. In this way, they act as both innovators and bridge-builders, connecting research with classroom practice and ensuring that the school is future-focused, adaptable, and responsive to change. I have also come to see teacher librarians as leaders who can model enthusiasm for change, as our role continually requires us to adapt programs and processes to meet the evolving needs of students. (Grigsby, 2015) highlights how libraries have consistently evolved in response to the demands of the 21st century. Staying current with literature trends, makerspace technologies, and through daily interactions with students, teacher librarians demonstrate expertise in change management and flexibility. Because their influence extends across most areas of the school, they are well placed to support staff in navigating change, not only through the provision of resources but also via mentoring, buddy systems, and professional support.
I also recognise the need to be a more proactive leader, advocating strongly for the library and for the needs of students in my school. While embracing change and speaking up can be challenging, it is essential for the library to remain relevant and to contribute meaningfully to the direction of modern education in my school context.
References
Dawkins, B. (2025, July 27). Proactive Approaches to Leading Change. A Librarium of Adventure. https://thinkspace.csu.edu.au/bdawkins/2025/07/27/proactive-approaches-to-leading-change/
Dickey, S. (2023). School Librarians as Innovators. The Tradition Endures and Expands. Knowledge Quest 51(3), 28-33.
Friesen, S. & Brown, B. (2025). How Adaptive Leaders Turned Crisis into Opportunity. Leading and Managing 31(2), 19-40.
Greenleaf, R. (1970). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
Grigsby, S.K.S. (2015). Re-Imagining the 21st Century School Library: From Storage Space to Active Learning Space. Tech Trends 59(3), 103-106.
Mortimore, P. 2013. Peter Mortimore: Nordic leadership: Something worth keeping. In L. Moos (Ed.), Transnational influences on values and practices in Nordic educational leadership: Is there a Nordic Model? (Forewords, pp. vi–viii). Dordrecht: Springer.