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Belonging
The condition of Belonging means that a person is a valued member of a community, while still maintaining his or her uniqueness. It is a relationship between two or more persons characterized by a sense of connection and support. A sense of Belonging is a necessary condition for a person’s feeling of wellbeing, social engagement, and competence. The condition of Belonging increases intrinsic motivation, for it fosters selfconfidence and investment in the community. As a school leader, you have the opportunity to establish a culture of Belonging in your school, one that promotes your staff ’s sense of wellbeing, connection, and selfbelief.
Heroes
Heroes are the everyday people—colleagues, friends, family—in a person’s life who inspire them to excel and to make positive changes in attitudes and lifestyles. Heroes are those a person can connect with, those who have a positive influence on them, and who listen to and value their ideas. Heroes build trust in others and belief in oneself. As a school leader, you can be a hero to your staff. They can look up to you as someone to learn from and communicate with about many things. Building relationships with your staff through support, guidance, and encouragement enables them to become more confident in their life and work.
Sense of Accomplishment
The condition of Sense of Accomplishment recognizes effort, perseverance, and citizenship as signs of a person’s success. Educators have traditionally used a narrow view of accomplishment that refers to academic achievement, innate ability, or who is “best in the class.” Sense of Accomplishment, however, is viewed in terms of personal growth and effort, not just through measurable outcomes and countable successes. As a school leader, you have the opportunity to celebrate your staff ’s accomplishments in visible ways. Taking time to recognize and support your staff ’s efforts will result in staff who are motivated to persevere through difficult tasks and to create a healthy school community through hard work and dedication.
Fun & Excitement
The condition of Fun & Excitement is characterized by staff being inspired. They are actively engaged and emotionally involved in their work. Staff who exhibit Fun & Excitement are usually self confident, curious, and prepared; they are willing to meet the challenges of the day. School leaders who foster Fun & Excitement provide new opportunities, initiate challenges, and respect individual interests. After the first three conditions—Belonging, Heroes, and Sense of Accomplishment—are established, you can motivate your staff through a fun and exciting work environment.
Curiosity & Creativity
The condition of Curiosity & Creativity is characterized by inquisitiveness, eagerness, a strong desire to learn new or interesting things, and a desire to satisfy the mind with new discoveries. Curiosity triggers people to ask “Why?” while creativity gives them the initiative to ask “Why not?” The intensity of Curiosity & Creativity tends to diminish over time due to the habituating effects of the environment. Therefore, as a school leader you must pay careful attention to creating a school environment that promotes questioning and creative exploration in order to maintain staff motivation.
Spirit of Adventure
The Spirit of Adventure is characterized by a person’s ability to take on positive, healthy challenges at work and home, with family and friends. People experience the Spirit of Adventure when they tackle something new without the fear of failure or success. As a school leader you can encourage and support your staff ’s Spirit of Adventure by urging them to explore new things. By creating an atmosphere that allows for healthy decision making and healthy risk taking, staff become more confident and resilient. Individuals with the Spirit of Adventure see life as full of opportunities worth exploring for their own sake.
Leadership & Responsibility
The condition of Leadership & Responsibility means staff are able to express their ideas and are willing to accept consequences for their actions. It cultivates accountability for the work environment and community. When staff speak their opinions, they need to accept the consequences of doing so. Fostering leadership empowers staff to make just and appropriate decisions and to take pride in their actions. School leaders who promote this condition teach and expect their staff to be good decision makers. They provide legitimate decisionmaking opportunities, seek staff input, and expect staff to be accountable for their actions and words. Staff are trusted to make the right decisions and are recognized for doing so.
Confidence to Take Action
Confidence to Take Action is the extent to which staff members believe in themselves. It encourages them to dream about their future while being motivated to set goals in the present. This condition is what we strive for; all other conditions must be established and supported for an individual to attain this level of aspiration. Confidence to Take Action is characterized by a positive and healthy outlook on life and by looking inward rather than outward for approval. School leaders have the ability and potential to help build their staff ’s Confidence to Take Action by providing support, celebrating diversity, and encouraging independent thinking. By enhancing the quality of professional and personal growth, school leaders empower their staff to become active and involved members of their communities. |