The main contemporary view of administration in modern times entails the involvement of leaders with the people and the reflection that everyone is equal within the organization or the geographical area. Situational leadership is a model of leadership that invokes the spirit of the leaders, managers, employees, and involved parties, effectively influencing one another (Adams & Yusoff, 2019). It is based on the leader’s emotional support and guidance and how willing the parties are to take action. Currently, teaching institutions have a vital role in developing responsible leaders (Kezar et al., 2017). Students develop essential leadership skills when they participate in meaningful activities in training institutions. This study aims at establishing the correlation education can have on learners.
President Obama had the most pleasing qualities any leader dreams of having. He inspired his people through speeches on the importance of educating their kids. Hard work amongst the current young generation was highly emphasized (Kennedy et al., 2017). He never shunned away from his true racial identity and advocated that racial differences did not mean inequality. Unity among the people was backed by the president and invoked a spirit of democracy amongst the citizens. The leader used the rhetoric concept to emphasize that some of the privileges currently enjoyed by the individuals are courtesy of forefathers’ efforts. In his speech in Selma through historical awareness, he praised the bravery of Selma’s foot soldiers in the struggle for legislative change (Prasch, 2018). He argued that they remarkably displayed the fighting character of the nation.
In the current generation, learning is perceived as acquiring knowledge and a more complex and transformational process. Educators play a central role in ensuring leadership change and the cognitive transformation of students (Torrez & Rocco, 2015). Transformation learning allows students to liberate themselves from reified forms of thinking that are no longer dependable. Teachers need to be compelled to examine critically the perspectives by which they promote management development. Cognitive outlines that dictate behavior mandate more attention and consideration in facilitating leadership education. Educators must commit to understanding the mental learning process that transforms students’ minds from straightforward concepts to more complex ones to create responsible leaders. The seven core values encompass personal, group, and social values (Kezar et al., 2017). College education helps build committed, collaborative, civility, and conscious leaders who value the change process. Teachers must ensure that management education helps improve social skills and contribute to something bigger.
In most of his speeches, President Obama encouraged parents to educate their children and parents to be responsible towards their children entirely. In Trump’s management tenure, some of the remarks against some religions reported negative changes in the schooling environment (Todres, 2018). He wanted “patriotic education” in school and said that teaching learners on anti-racism were child abuse. President Obama’s mode of speech delivery could easily indicate that he was well educated. The connection of history to modern-day issues was highly appealing to the audience. The choice of words like “we” to mean the politicians and “my” to represent his inclusiveness in society displayed his management skills as an efficient communicator (Prasch, 2018). Learning provides one of the best cognitive stagnation and improves the perception of students on leadership. An effort should be made to reduce the gaps between what is taught in schools and implemented. Children can recognize the aspects that make up a leader at a young age, and schools improve this understanding (Berman, 2020). Some children surprisingly know what makes a leader even better than some adults.
Transformation leadership plays a significant part in ensuring skill development among the young generations. Colleges and universities have a role in ensuring success by providing the resources needed to enforce meaningful leadership development in the learners (Torrez & Rocco, 2015). In many societies worldwide, leaders’ prior integrity, values, and character are tested when in positions of power (Curaj et al., 2018). Luxurious corruption deals may lure leaders into laying down their morals and embark on unethical practices. The integrity loss even begins at higher education levels by exam malpractices. In the current times, colleges and higher institutions have a role to play in ensuring the alignment of leadership growth (Kezar et al., 2017). Universities need to allocate the necessary resources that foster opportunities for peer leadership and support. Students need to be mentored and supported and even support the organizations undergoing complex scenarios while promoting leadership.
Limitations of the current school system exist when trying to develop leadership qualities among the student. Student activists usually challenge set administrative policies to bring an awareness of their concerns (Kezar et al., 2017). Some administrators dismiss important leadership ideas from students, which negatively impacts learners’ development towards responsible future leaders. In other instances, the management responds with disciplinary actions towards the student leaders. Student resistance to some policies should be embraced to advance leadership among the students. Even though race and sex can impact cognitive advancement, President Obama motivated that racial differences should not be an excuse when aiming at individual goals (Anderson, 2021). Spotting skills and talent early and nurturing is one of the most potent ways students can develop their talents. Children grow up knowing the relevant abilities they possess, inspiring them to become better leaders. Learning institutions can set up guidance programs to grow the skills of young learners.
References
Adams, D., & Yusoff, N. N. M. (2019). The rise of leadership for learning: Conceptualization and practices. International Online Journal of Educational Leadership, 3(1), 1–3.
Anderson, S. (2021). Lynching the narrative: Barack Obama, Selma, and the myth of American exceptionalism. Howard Journal of Communications, 1–23.
Berman, R. (2020). Children know what makes a leader more than some adults. Big Think.
Curaj, A., Deca, L., & Remus Pricopie. (2018). European higher education area: The impact of past and future policies. Cham Springer International Publishing.
Kennedy, T. M., Middleton, J. I., & Ratcliffe, K. (2017). Rhetorics of whiteness: Postracial hauntings in popular culture, social media, and education. In Google Books. SIU Press. Web.
Kezar, A., Acuña Avilez, A., Drivalas, Y., & Wheaton, M. M. (2017). Building social change oriented leadership capacity among student organizations: Developing students and campuses simultaneously. New Directions for Student Leadership, 2017(155), 45–57.
Prasch, A. M. (2018). Obama in Selma: Deixis, rhetorical vision, and the “true meaning of America.” Quarterly Journal of Speech, 105(1), 42–67.
Todres, J. (2018). The Trump effect, children, and the value of human rights education. Family Court Review, 56(2), 331–343.
Torrez, M. A., & Rocco, M. L. (2015). Building critical capacities for leadership learning. New Directions for Student Leadership, 2015(145), 19–34.