Reflecting on my journey through this unit, I have developed a range of leadership skills and styles that are essential for my future as a Teacher Librarian (TL). Initially, I believed that implementing a transformational leadership style would be straightforward—simply motivating and inspiring the school community by providing a clear vision. However, as I researched and delved deeper into this leadership approach, I realised that it involves much more than its name suggests (Lo et al., 2020).
In my previous blog post, I also discussed servant leadership, which emphasises a support role that involves listening to concerns and solving problems. I found this style challenging to maintain because it is also important for teachers to be empowered through taking on responsibilities and managing issues independently (Ho, 2025, March 15).
The TL role is complex, evolving in response to situations and environments. It requires support from the school community, emphasising teamwork and collaboration, rather than relying solely on the individual efforts of a TL, especially in a library setting. A TL should engage with the broader community proactively, demonstrating the benefits of the library to the school community rather than simply managing resources and planning lessons (Merga, 2020).
To be an effective TL, I need to be an influencer, attracting a significant number of followers and building trust-based relationships. Demonstrating integrity is crucial to serving as a role model. Additionally, I must effectively manage the changes and challenges that arise. This realisation and evaluation of my future practice comes from my previous readings, research and understanding of this topic (Gagen-Spriggs, 2023).
By completing this strategic proposal assessment, I understand that through developing an action plan with a clearly defined scope of work, we can advocate for the leadership role of the TL. This action plan must be based on the school’s needs, aligning with the Strategic Improvement Plan and supporting the school’s vision and mission. I find that change management theories are particularly relevant to this unit, and I recognise the value of learning to effectively manage change in a school setting. The holistic management of a project from start to end is essential for achieving success and minimising conflicts in any area of focus (Kachel & Lance, 2020).
In my future role as a TL in any setting, I will prioritise teamwork and collaboration. Engagement and motivation are crucial to achieving a successful transformation within the organisation. I believe that the TL role is dynamic and should not be confined to a single leadership style. Instead, flexibility is essential for TLs. As TLs, standing at the forefront of the information sphere, we must continually learn and improve to strive for excellence in our practice (Greenwood, 2023).
References
Gagen-Spriggs, K. (2023, April). Teacher librarians are influencers: Developing literacy through reading cultures. In ASLA Biennial Conference 2023. https://asla.org.au/event-4955987
Greenwood, A. (2023). Librarians as teachers: a reflection on practice, identity, and the TPACK framework to enhance professional practice. Journal of the Australian library and information association, 72(2), 178-188. https://doi.org/10.1080/24750158.2023.2192893
Guignard, T. (2018, October 23). Libraries through teh Lens: The Library of the Hungarian Parliament. [Photograph]. https://www.cilip.org.uk/page/NewsLibrariesthroughalensHungarianParliament
Kachel, D. E., & Lance, K. C. (2020). The role of school library organizations in developing advocacy capacity. Teacher Librarian, 47(5), 16-63. https://www.proquest.com/magazines/role-school-library-organizations-developing/docview/2437909472/se-2
Lo, P., Allard, B., Anghelescu, H. G., Xin, Y., Chiu, D. K., & Stark, A. J. (2020). Transformational leadership practice in the world’s leading academic libraries. Journal of Librarianship and Information Science, 52(4), 972-999. https://doi.org/10.1177/0961000619897991
Merga, M. K. (2020). School librarians as literacy educators within a complex role. Journal of Library Administration, 60(8), 889-908. https://doi.org/10.1080/01930826.2020.1820278
