Leadership and Professionalism in 21st Century Education

Introduction

              Educational leadership is a critical component of a successful school environment, and its importance has only deepened in the 21st century (Alexander, 2010). However, leadership today is no longer confined to administrative authority or positional power. It must be understood as a dynamic and ongoing process. It is rooted in continuous learning, relational collaboration, and a shared sense of purpose. Each of these elements is explored through examples of my leadership work, professional growth, and consulting practice in the following pages. While these ideals are increasingly valued in modern education, many schools have traditionally operated within command-and-control structures, where authority flows top-down and compliance is prioritized over collaboration, an approach that can limit teacher agency and stifle innovation (Sahlberg, 2015). In contrast, the Finnish education philosophy emphasizes leadership as a shared responsibility, where teachers are trusted as professionals to guide their own instructional decisions (Finnish National Agency for Education, 2016).

Rethinking Leadership in the 21st Century

              Leadership in modern classrooms involves guiding students to develop technological fluency, problem solving, and the ability to navigate real-world challenges (Fullan, 2001). Professionalism is embedded within 21st Century leadership where educators support student agency, collaboration, and future-ready skills. By definition, professionalism involves a commitment to competence, ethical standards, accountability, and a continuous desire to grow within one's field (Fullan, 2001). For me, effective leadership includes professional conduct, meaning adherence to ethical behavior, reliability, and integrity in all interactions, and respectful communication, which involves active listening, valuing diverse perspectives, and maintaining a tone that fosters trust and collaboration. These elements are essential for cultivating a culture of mutual respect and professional growth among educators. In Finnish education, leaders are often seen as facilitators and supporters rather than directors (Finnish National Agency for Education, 2016). In contrast, ineffective leadership is often marked by control, rigidity, or disregard for teacher voice, which can lead to demotivation, emotional stress, and high turnover. Fortunately, more schools outside of Finland, are beginning to follow Finland's lead.  Particularly in the United States and other international contexts are beginning to shift toward relational, empowering leadership models that emphasize dialogue and autonomy over hierarchy (Fullan, 2001). Through my coursework at KU, I explored research on Finnish leadership models, dialogic teaching strategies, and professional trust. These concepts have helped shape my belief in the importance of teacher agency, ethical leadership, and collaborative school culture.

Applied Leadership at HEI Schools

               At Helsinki International Schools in the Kingdom of Saudi Arabia (HEI), I held a leadership role that exemplified these principles. I was assigned to revive a failing afterschool program with only a few remaining teachers and students. The challenges included minimal teacher pay and considerable risk of attrition. Rather than relying on authority, I focused on creating a collaborative, growth-minded, and professional environment. I emphasized teacher autonomy, respected their input, and provided consistent encouragement and support. By the end of the school year, the program had grown from a handful of participants to nearly 60 students and 15 actively engaged teachers. The success was not the result of compliance, but of a shared vision and a culture of professional respect. Although I had been applying these leadership practices well before enrolling in the M.S. Ed. Program, my graduate studies strengthened my ability to explain and adapt them in new contexts.

Refining Practice Through Graduate Study

              My leadership philosophy is grounded in creating spaces where teachers feel empowered and appreciated. I believe in building teams that reflect diverse strengths, ideas, and lived experiences. I expect teachers to collaborate with their peers, exchange insights, and contribute actively to a learning community. This approach aligns with the principles of dialogic teaching, which emphasize reciprocal, cumulative, and supportive engagement (Alexander, 2010). These are equally essential in effective leadership (Alexander, 2010). My coursework at the University of Kansas challenged me to think more critically about these leadership principles and to examine them through multiple theoretical and cultural lenses, deepening both my understanding and my practice. Through reflective assignments and engagement with research-based frameworks such as dialogic teaching (Alexander, 2010), shared leadership models (Fullan, 2001), and the Finnish National Core Curriculum (Finnish National Agency for Education, 2016), I gained new vocabulary and validation for the strategies I had been applying intuitively for years. As a trainer and facilitator, I strive to create sessions that are centered on innovation, inquiry, and relevance. This approach was strengthened by my coursework at KU, where I explored instructional models that emphasized experiential learning, professional dialogue, and reflective teaching. Many of my workshops now include breakout groups and structured discussions that prompt participants to explore questions, analyze practice, and co-construct understanding. This approach is grounded in what I learned through dialogic teaching frameworks and collaborative learning theory.

Lifelong Learning and Global Responsiveness

                Professionalism in my practice also means staying committed to lifelong learning. In the context of 21st-century education, professionalism is not limited to individual conduct but also reflects an educator's adaptability, technological fluency, and engagement with global best practices (ISTE, 2022). As I complete my Master of Science in Education (M.S.Ed.) in Curriculum and Instruction at the University of Kansas (KU), I recognize how rapidly the field of education is changing, particularly with the growth of artificial intelligence(AI), digital media, and personalized learning tools. Educators must be equipped not only to adapt, but also to lead students in navigating these shifts. Staying professionally current is not optional; it is an ethical responsibility of every 21st-century educator. As an educator myself and lifelong learner, understanding the need to stay current in leadership skills, curriculum management, and teaching strategies is part of what has driven me to start my Rekla Learning Studios business. My goal with this business is to offer a trusted source of global best practices that teachers, principals, and schools can rely on to strengthen their professional growth and instructional impact. Rekla is designed to offer dependable, evolving strategies that meet the needs of changing students and dynamic environments. These strategies are grounded not only in Finnish pedagogy but also in international standards and leadership frameworks such as the ISTE Standards for Education Leaders, which promote equity, digital learning, and visionary planning (ISTE, 2022), as well as the Finnish National Core Curriculum, which emphasizes trust, collaboration, and learner agency (Finnish National Agency for Education, 2016).

Adapting Finnish Pedagogy in the Saudi Context

                 This commitment to professional learning and leadership has shaped not only my consulting approach but also the way I support educators in diverse cultural contexts, including my work in Saudi Arabia. In the Saudi Arabian context, many schools aim to implement Finnish educational models, but they often lack the infrastructure, training, and pedagogical support necessary for meaningful transformation (Saudi Vision 2030, 2016). In my experience, many teachers do not have prior exposure to student-centered or inquiry-based approaches. In these situations, I view my leadership role much like a teacher approaching differentiated instruction in a classroom. I begin by identifying learning gaps in educators’ understanding and skills, and then tailor my training, mentorship, and support to meet their varying needs so that we can move forward together. Through my consulting initiative, Rekla Learning Studios, I provide structured sessions and on-site coaching designed to build understanding for Finnish-inspired pedagogical approaches. This includes supporting school leaders and teachers in applying concepts like phenomenon-based learning, collaborative teaching, and flexible learning environments. In alignment with Kearney et al. (2012), I also emphasize mobile learning leadership, helping educators leverage digital tools in context-sensitive, personalized, and collaborative ways to foster student engagement and agency (Kearney et al., 2012). My goal is not to impose reform but to guide teachers toward understanding and applying the core values of Finnish pedagogy; values that include trust, autonomy, critical thinking, and holistic child development. These sessions are typically part of school-based professional development that I lead on-site or through structured consulting partnerships with school leaders. As teachers attend my sessions, they will see these values in action, with the goal that they can replicate and adapt these approaches within their own classrooms to foster similar cultures of empowerment and inquiry.

Conclusion

                In conclusion, leadership and professionalism in education are not static. They are evolving commitments to the growth of others and oneself. Effective leadership fosters environments where individuals are supported to take initiative, solve problems collaboratively, and engage in reflective practice (Fullan, 2001). As I continue to grow professionally, I remain committed to fostering educational spaces that are grounded in trust, innovation, and authentic dialogue.

 

 

 

 

 

 

                                                                                                             References

Alexander, R. J. (2010). Dialogic teaching essentials. University of Cambridge.

Finnish National Agency for Education. (2016). National core curriculum for primary and lower secondary

(basic) education. https://www.oph.fi/en/education-and-qualifications/national-core-curriculum-primary-and-lower-secondary-basic-education

Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.

ISTE. (2022). ISTE standards for education leaders. Retrieved from the ISTE website: https://iste.org/standards/education-leaders

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in

Learning Technology, 20.  https://journal.alt.ac.uk/index.php/rlt/article/view/1225

Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational children in Finland? Teachers College Press.

Saudi Vision 2030. (2016). Vision 2030 Kingdom of Saudi Arabia. https://www.vision2030.gov.sa/