As discussed, there are many reasons why the heroic leadership must be avoided, especially in an educational institution. Firstly, heroic kind of leadership may not help in achieving quality education. Our government puts much premium on Islamic education. It recognizes that a quality education is a product of excellent curricula. Good curricula are designed through numerous consultations with the teachers and other stakeholders. If there is no representation or if the teachers; suggestions and comments are not heard, then one foundation of quality education comes to shamble.
The educational institution in my country is a team work. Consequently, the implementation of the educational system will be direly affected. Secondly, a heroic leadership system in my school will result to a high percentage of turnover and early resignation. If teachers are not recognized, they would feel like they do not belong to the system and would have second thoughts on their career development. The relationship between the school leadership and teachers are of utmost value. If the teachers feel uncared for and neglected, they might opt to leave for another school.
The teachers’ perception on the work influences the teaching quality and motivation. This may then result to absences, tardiness, or poor performance;
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The school will become infamous and abhorred. Fourthly, a heroic kind of leadership does not develop human potential in the school. Teachers are not empowered when they subject themselves under the school authorities as followers. The chance for growth is slim while dissatisfaction is gnawing their commitment. Lastly, it violates the Islamic way of leadership. In Islam, we have this sense of one community or ummah where members are appreciated and recognized. Relationships are important. Islamic leadership also values participatory consultation which the traditional heroic type of leadership does not approve of.