In school leadership, navigating the push and pull of ongoing daily demands requires a deliberate focus on what truly matters in a successful school. Leaders must juggle competing priorities, guide staff and students toward growth and respond to unexpected challenges—all while maintaining the course of the school’s mission, which should almost certainly be focused on student achievement and, by proxy, a learner-friendly environment for all.
Achieving the right trajectory doesn’t mean perfect equilibrium, but rather making intentional decisions that move the school forward while recognizing and responding to setbacks. At the heart of this delicate dance is a surprising truth: The best leaders don’t take themselves too seriously.
Angling for the right trajectory
School leadership is rarely linear. Each decision, initiative or conversation nudges the school either closer to its goals or farther away. The key is pointing these efforts to align with a vision of success. This requires a focus on a remarkably imperfect upward trajectory rather than mistake-free expectations. School leaders who fixate on achieving ideal outcomes in every moment risk alienating themselves and their teams.
Effective leaders aim for progress, understanding that growth is incremental and exists on an irregular path forward. Expect and learn from setbacks. Whether guiding a staff member through a difficult challenge, implementing a new initiative or addressing student behavior, the goal should always be to nudge the community toward the right direction. This approach requires clarity of purpose, but it also demands a level of humility and flexibility — qualities that emerge when leaders shed unnecessary layers of self-importance.
The power of not taking yourself too seriously
Leadership can feel heavy, especially when schools face high-stakes challenges and pressures. Those who approach their work with a sense of humor and self-awareness often find the sweet spot in growth. Not taking yourself too seriously creates space for a focus on what truly matters: people and the allowance of making errors rather than the fear of reprisal.
When school leaders maintain a lighter perspective, they demonstrate vulnerability, approachability and authenticity. This builds trust, inspiring teachers, students and families to collaborate more effectively. There is a safe zone here, a nexus where the school community can take chances and thrive.
A principal who can shake off mistakes models resilience, showing their team that failure isn’t final — it’s a stepping stone toward learning. How we lead determines how our team rises. Earlier this year, I stopped in a new teacher’s classroom for a walk-through visit. She was devastated. It was not the morning she wanted an administrator watching her teach. I could tell. I leaned in and said, “Don’t sweat it, just breathe.“
I followed up with an email: “Don’t worry about today; you’re doing great.” Seven simple, encouraging words. She wrote back that it was everything she needed and boosted her morale. It’s the small things, and modeling that we all have those days and can push past them is what makes schools and people rise.
Putting stock in perseverance
I once heard that successful people fail far more often than unsuccessful people. How is this possible? Because those who push through struggles and failures are the ones who persevere, ultimately hitting pay dirt. Unsuccessful leaders and communities give up after the first spot of trouble.
Evidence of this is clear: The ability to overcome obstacles and persist in efforts toward long-term goals is a significant predictor of academic success. Successful individuals like J.K. Rowling and Steve Jobs demonstrated resilience by persisting through significant setbacks before achieving remarkable success, demonstrating the same in career success.
Moreover, a sense of humor creates a positive school culture. Amid the pressures of state mandates, curriculum standards and ever-evolving challenges, a leader’s ability to lighten the mood can shift the tone of an entire school community. It reminds everyone that while the work is serious, it doesn’t have to be joyless.
Consider: Principals with productive social and affirmative styles of humor positively predict organizational health. School administrators who use humor effectively are capable of solving problems in the school more efficiently.
Humor as a leadership tool
Research on humor in education administration reveals that affiliative humor acts as a social lubricant, facilitating interpersonal interactions and creating a positive environment.
Humor can enhance leadership communication and effectiveness in managing the complexities of university environments. Self-critical humor, when used moderately, can make leaders more approachable and reduce perceived status differences.
Being serious about what matters
The irony is that the principals who laugh often are the ones who are most serious about what matters. They understand that their energy is finite and channel it into meaningful, high-impact efforts. They know when to let go of what doesn’t serve their community, whether it’s unnecessary meetings, rigid expectations or their own ego.
School leaders who prioritize relationships, meaningful work and the well-being of the school community are inherently serious about what matters most. By staying grounded and refusing to let pride disrupt their judgment, these leaders foster a school environment where everyone thrives.
Balancing the push and pull of school leadership is no easy task, but finding the right temperament begins with focusing on the essentials. Leaders who don’t take themselves too seriously create room for trust, collaboration and joy to flourish. This lighthearted approach allows them to address what matters most with unwavering seriousness. In schools, where the stakes are high and the work is vital, this balance can make all the difference.
Opinions expressed by SmartBrief contributors are their own.
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