Original article | International Journal of Progressive Education 2017, Vol. 13(3) 71-78
Alessandra Sax & Stefanos Gialamas
pp. 71 - 78 | Manu. Number: ijpe.2017.028
Published online: October 08, 2017 | Number of Views: 356 | Number of Download: 543
Students spend most hours of their day within Academic Institutions in their classrooms and/or after school and weekend activities. They are able to acquire knowledge and skills needed to be academically, socially, emotionally and physically well. All of these factors contribute to holistic growth and development. However, social and emotional intelligence are key ingredients to an individual’s ability to adjust and interact with others in rapidly changing societies. Therefore, the experiences that students have with their administrators, teachers, peers and parents, while at school are essential to the holistic development of one’s academic, social, emotional skills and interpersonal relations. The authors define holistically, as the development and growth of students: intellectually, socially, emotionally, physically and ethically. The following discussion points to the importance in fostering social-emotional intelligence in all stakeholders alike, in the school-setting and in finding an equilibrium in authentic leadership by demonstrating agility with school policies and processes when one’s wisdom and genuine care can prevail; thus referring to matters of the heart and mind. Therefore, the authors are addressing the fundamental question, What type of institutional leadership does an academic institution need in order to prepare students holistically for life and to develop them to become tomorrow’s leaders?
Keywords: international schools, globalization, change facilitators, school principals, leadership styles, emotional intelligence, DiSC Model of Behavior, holistic development
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