The abilities and levels of students in such courses as literature, reading, writing, public speaking, dance, and other forms of expressive art greatly varies and it is the responsibility of the teacher to provide motivating and stimulating leadership efforts to help put aside such frustrations, allowing them to experience the class in order to unlock their unknown potential. These subjects can provide individuals at any age, the ability to keep themselves mentally, physically, and spiritually healthy, but it takes a dedicated teacher to lead their participants toward this path of well-being. They must understand the role they are required to take as they commit themselves to the consistent work and dedication involved in this reciprocal relationship. Teachers must follow Situational, Transformational, and Participative leadership models if they hope to be successful in their teaching strategies.
These three leadership models can have a direct effect on the relationship between teachers and their students. Hopefully, beneficial properties of such a program could be recognized by participants so they will continue practing their skills outside of this unique educative setting. Advocacy for the use of movement practices to teach other forms of academic subject matter is another favorable point that can be taken when connecting the value of engaged learning within these leadership models.
Bowie (2000) conveys that educational goals that are successful are usually based on a reciprocal relationship between teacher and student. Instead of being coerced into learning, Bowie states that students should be influenced and 'treated as joint seekers of the truth'. This notion of thinking for oneself helps develop educational independence that could promote personal responsibility.
Motivation and performance in dance education is an extremely important relationship among teacher and student (Lazaroff, 2001). Lazaroff explores several meanings of the term "performance" in reference to both dance and general education by linking those meanings to current theories of human motivation. As seen in dance in education, Lazaroff explains that various aspects of performance can be understood as decisive components of education programs in a variety of fields, contained in and out of the performing arts.
Morton, Keith, and Beauchamp (2010) illustrate how individualized consideration gives teachers the ability to promote inspirational motivation, intellectual stimulation, and idealized influence. Morton, Keith, and Beauchamp express how this is transformational leadership because it is an effective way to inspire, empower, and challenge students to achieve higher levels of functioning. Morton, Keith, and Beauchamp support that individualized consideration takes the time to truly recognize the individual needs of others by celebrating their personal achievements and displaying a sense of genuine care and concern for their well-being. By energizing and inspiring others to go beyond minimally accepted standards, Morton, Keith, and Beauchamp believe that leaders such as teachers who utilize inspirational motivation communicate high expectations from the beginning. Intellectual stimulation promotes the contribution of new and alternative ideas by empowering students to disregard conventional ways of learning and embrace the unknown.
Ultimately, my viewpoint is that the goal of a teacher is to completely involve and engage their students in their learning to unlock their creative potential. Therefore, it is a reciprocal relationship that requires both the students and their teachers to work together to learn through a stimulating and commitment based partnership guided by the situational, transformational, and participative leadership models.
References
Bowie, N. (2000). A kantian theory of leadership. Leadership & Organization Development Journal, 21(4), 185-193.
Lazaroff, E. M. (2001). Performance and motivation in dance education. Arts Education Policy Review, 103(2), 23-29.
Morton, K. L., Keith, S. E., and Beauchamp, M. R. (2010). Transformational teaching and physical activity: A new paradigm for adolescent health promotion? Journal of Health Psychology, 15(2), 248-257.