Supervision and Leadership in Academic Institutions Discussion
Revisit your Module/Week 1 post. Has your personal philosophy of supervision and leadership as it relates to student achievement changed as a result of the presentations and the content of this course? If so, how?………350 words with 2 references
Module 1 post – Topic: Discuss your personal philosophy of supervision and leadership as it relates to student achievement.
Supervision and leadership in academic institutions are critical practices that have existed for decades and plays a primary role in determining the performance of students. It is also critical to highlight that supervisory practices have evolved over the years due to the changing environmental dynamics and student needs. The transformation of supervisory and leadership behaviors and practices over the years has been greatly influenced by different factors, including politics, religion, social factors, and other industrial dynamics operating in any region and the entire world (Glickman, Gordon & Ross-Gordon, 2014). Therefore, the application of appropriate supervisory and leadership techniques and practices can significantly boost the performance of students by inducing strong motivations for them to excel in their academics and extra curriculum activities.
My philosophy of supervision and leadership as it relates to student achievement is based on the premise that student achievement is a direct subject of supervision and leadership techniques deployed in the schools. The philosophy holds that the nature of supervision and leadership accorded to the students can affect their cognitive abilities; either positively or negatively. For instance, if students are subjected to coercive supervision, they may likely perform poorly in their academics. The poor performance is attributed to the fact that coercion induces fear, cripples their cognitive abilities, and reduces their motivation to pursue academic success. Leadership, on the other hand, plays a critical role in setting the pace for the students to follow. Good leadership, for instance, allows the students to exercise freedom of thought, thus encouraging creativity and critical thinking. If students are subjected to authoritative leadership, there is a high probability that they will develop personal responsibility in their academic work; which will translate to improved performance (Glickman, Gordon & Ross-Gordon, 2014). Authoritarian leadership, on the other hand, has been attributed to adverse reactions by the students which also kills their motivation to study. Their abilities to think critically and creativity are also adversely affected by authoritarian leadership. The case is directly related to the coercion deployed in supervision. In conclusion, it is evident that leadership and supervision practices have direct impacts on the performance of students. Favorable leadership and supervision trigger improved academic performances among students while unfavorable practices result in deteriorating performance among the students.