The subject ETL504 has magnified my understanding of leadership and how it impacts the role of Teacher Librarian. Initially, I held preconceived ideas about what it might comprise and misunderstood key terminology (McDonald, 2025, March 12). Leadership, I have come to understand, encompasses “influence, values and vision” rather than just operational efficiency (Bush & Glover, 2014, p. 553). I had also never given much thought to how schools function as organisations and the structural, cultural and societal influences that steer change (McDonald 2025, March 3; Robinson, 2010).
Constructing an organisational chart revealed a rigid hierarchical structure at my last school, due to top-tier leadership retaining all decision-making power (McDonald, 2025, March 17). I found it helpful to compare this with organisational structures shared by peers (McDonald, 2025, March 10). Previously, my attention was fixed to the top of the leadership hierarchy. Even though principals are recognisable leaders in schools, holding formal authority and an official title, they are not always the most influential (Bush & Glover, 2014; Heenan et al., 2023). The most influential leaders in schools are often those without formal leadership positions. Teacher Librarians are well-placed in schools to become leaders and exert positive influence through their strong, collaborative relationships with staff across school departments and position in the “middle” of school hierarchies (Cox & Korodaj, 2019, p. 16; Oddone, 2023).
Exploring different leadership styles, I recognised my alignment with servant leadership, characterised by empathy, team decision-making and a desire to serve others (Crippen & Willows, 2019; Fernandes, 2022; Louis et al., 2016; McDonald, 2025, March 17). I worked closely with a dynamic Director of Library for two years who embodied a transformational leadership style, motivating and empowering our library team as well as many staff (Heenan et al., 2023; McDonald, 2025, March 17). I am inspired to apply transformational elements to my own leadership practice, through empowerment and strong relationship-building (Smith, 2016).
When we started learning about strategic planning and leading change, I found myself thrust into an unexpected leadership position, managing an urgent library relocation and redevelopment project (McDonald, 2025, May 3). Ideally, there is time to prepare for change, so that consultation, collaboration and strategic planning can happen (McDonald, 2025, April 22). This, however, is not always the reality, especially in school environments. Through readings and simultaneous experience, I now understand that communication is paramount, especially when uniting diverse stakeholders and balancing priorities (Nicholls, 2023).
I have come to realise that leadership is an inevitability for Teacher Librarians but does not have to be feared. Further, we must be emboldened to lead and advocate within our school settings as well as the wider community. The danger, if we do not, is serious, as our “positions and programs become expendable” (Weisburg, 2020, p. 12). Advocacy is the responsibility of all Teacher Librarians, and we need to actively seek out opportunities to be visible and build connections (Jones, 2021).
As I conclude this subject and, with it, close the final chapter of my Master of Education, I feel like my leadership journey is just beginning. I am committed to keep learning, particularly through my professional learning networks, and feel capable of leading change (McDonald, May 19). I aspire to be a connected practitioner who continuously learns and shares, ever-striving to best support my learning communities (Oddone, 2023).
Reference List
Bush, T., & Glover, D. (2014). School leadership models: what do we know? School Leadership & Management, 34(5), 553-571. https://doi.org/10.1080/13632434.2014.928680
Cox, E., & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.
Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), 171-180.
Farrell, M. (2014). Leading from the middle. Journal of Library Administration, 54(8), 691-699. https://doi.org/10.1080/01930826.2014.965099
Fernandes, D. (2022). To serve, and to be served: Servant leadership inputs on leveraging organizational performance. In M. Pressentin (Ed.), Key factors and use cases of servant leadership driving organizational performance (pp. 1-53).
IGI Global Scientific Publishing. https://doi-org.ezproxy.csu.edu.au/10.4018/978-1-7998-8820-8.ch001
Heenan, I. W., De Paor, D., Lafferty, N., & McNamara, P. M. (2023). The impact of transformational school leadership on school staff and school culture in primary schools: A systematic review of international literature. Societies, 13(6),
133-160. https://doi.org/10.3390/soc13060133
Jones, A. (2021, June 5). School library advocacy: The time is now. Knowledge Quest. https://knowledgequest.aasl.org/school-library-advocacy-the-time-is-now/
Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310-348. https://doi.org/10.1177/0013161X15627678
Nicholls, J. (2023, December 7). Navigating change: A guide to successful organisational transformation. The University of Melbourne. https://study.unimelb.edu.au/study-with-us/professional-development/blog/navigating-change-a-guide-to-successful-organisational-transformation
Oddone, K. (2023). Leading the school library as a connected practitioner. Synergy, 21(1), 1-11. https://slav.vic.edu.au/index.php/Synergy/article/view/688
Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U
Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78.
Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1), 12-20.
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