HED4812
PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 7 JANUARY 2026
, Contemporary Approaches to Educational Leadership and Management -
HED4812
REFLECTIVE JOURNAL: EDUCATIONAL LEADERSHIP
Topic 1: Indigenous and Traditional Leadership in Education
Introduction
Indigenous and traditional leadership approaches such as Ubuntu, collectivism, servant
leadership, and community-centred practices emphasize shared responsibility, human
dignity, and relational leadership. In educational leadership, these principles are highly
relevant because schools operate within communities rather than in isolation. This
reflection explores how indigenous leadership differs from Western models and how
modern educational leaders can integrate these values to foster inclusivity,
collaboration, and sustainable school improvement.
Reflection
Indigenous leadership principles are deeply rooted in communal values, moral
responsibility, and relational accountability. Ubuntu, expressed in the phrase “I am
because we are,” emphasizes interconnectedness, empathy, and collective well-being.
Unlike many Western leadership models that prioritize individual authority, competition,
and hierarchical decision-making, indigenous leadership promotes consensus-building,
shared leadership, and service to the community.
In my experience working within educational environments, leadership challenges often
arise from poor communication, lack of staff ownership, and limited parental
involvement. Western leadership approaches sometimes focus on efficiency and
compliance, which can unintentionally marginalize teachers, learners, and parents.
Indigenous leadership principles offer an alternative by prioritizing dialogue, mutual
respect, and collective problem-solving.
PORTFOLIO 2025
UNIQUE NO.
DUE DATE: 7 JANUARY 2026
, Contemporary Approaches to Educational Leadership and Management -
HED4812
REFLECTIVE JOURNAL: EDUCATIONAL LEADERSHIP
Topic 1: Indigenous and Traditional Leadership in Education
Introduction
Indigenous and traditional leadership approaches such as Ubuntu, collectivism, servant
leadership, and community-centred practices emphasize shared responsibility, human
dignity, and relational leadership. In educational leadership, these principles are highly
relevant because schools operate within communities rather than in isolation. This
reflection explores how indigenous leadership differs from Western models and how
modern educational leaders can integrate these values to foster inclusivity,
collaboration, and sustainable school improvement.
Reflection
Indigenous leadership principles are deeply rooted in communal values, moral
responsibility, and relational accountability. Ubuntu, expressed in the phrase “I am
because we are,” emphasizes interconnectedness, empathy, and collective well-being.
Unlike many Western leadership models that prioritize individual authority, competition,
and hierarchical decision-making, indigenous leadership promotes consensus-building,
shared leadership, and service to the community.
In my experience working within educational environments, leadership challenges often
arise from poor communication, lack of staff ownership, and limited parental
involvement. Western leadership approaches sometimes focus on efficiency and
compliance, which can unintentionally marginalize teachers, learners, and parents.
Indigenous leadership principles offer an alternative by prioritizing dialogue, mutual
respect, and collective problem-solving.
