Transforming Employees’ Motivation

The main leader of the English school I’m interning at serves as a good example of Burns’ theory of transforming leadership. According to Burns’ definition of transforming leadership, transforming leadership brings about significant life change for both followers and leaders by basing the leader-follower relationship around core values and group goals. Much of transforming leadership depends upon a charismatic leader who demonstrates four essential characteristics – individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence – to energize followers to overcome challenges and work for the benefit of the group. While all four of these elements play a role in our school leader’s leadership style, individualized consideration and inspirational motivation are especially key assets. He is always asking how we are feeling, whether we need anything, if we have any questions, etc., which fosters good communication and expedites the process of obtaining supplies when needed. Furthermore, he genuinely takes an interest in our lives outside of work, which makes each of us teachers feel valued and appreciated, motivating us to put forth our best effort into our work. He has taken the time to share his life story with us interns, including why he is so passionate about the English school and aiding refugees, and his willingness to be authentic and vulnerable ultimately elicited a greater sense of trust, respect, and loyalty toward him within us.

Additionally, he consistently inspires us during our staff meetings by speaking openly and honestly about his lofty goals and high hopes for the students, reminding us of our organization’s mission and that we are part of something that is bigger than ourselves. In this way, our leader uses transforming leadership by giving us a place in his vision for the school, thus granting us something more to work for than mere personal gain. Our combined dedication to our organization’s cause and its leader make us teachers want to work hard and devote ourselves to doing the best job possible. This desire manifests itself in some of the teachers staying extra hours and/or scheduling additional tutoring sessions with students who are struggling. One problem that this high motivation surmounts is the school’s inability to pay its teachers very good salaries. Despite the meager compensation, the teachers give their best to their jobs because they believe in both the institution and their leader’s vision. Therefore, if the measure of a charismatic leader’s success can be measured by how much he influences followers’ motivation and performance, Burns’ transforming theory of leadership seems to be qualitatively working quite well at my internship site.