Leadership Approach

Pakaang implemented an intervention at Charisma OSHC by blending Transformational, Servant, and Distributed Leadership, three approaches well-suited to its faith-based context. Transformational Leadership inspired educators to internalize Christian values and commit to a shared vision of “Modelling Christ-like care,” supporting cultural change over mere compliance (Bass & Riggio, 2006; Day et al., 2016). Servant Leadership promoted humility and accountability, encouraging staff to prioritize children’s needs and foster a culture of responsibility rather than blame (Greenleaf, 1977; Dillard, 2016). It also reinforced Christian values of service and community. Meanwhile, Distributed Leadership ensured shared ownership of the change process, empowering educators through peer mentoring and collaborative structures like PLCs (Harris & Jones, 2019; Leithwood & Jantzi, 2000). Delegating tasks such as floorbook audits and mentoring roles helped prevent burnout and supported sustainable transformation (Edwards-Groves et al., 2019). Together, these approaches built a culture of care, collaboration, and growth.

Pakaang deliberately did not adopt Transactional, Laissez-Faire, or Authoritarian Leadership styles, as they were misaligned with Charisma OSHC’s values-driven context. Transactional Leadership, which relies on rewards and punishments, might foster surface-level compliance but fails to promote the deeper cultural change needed at Charisma, where value internalisation is essential (Furtner et al., 2013). Laissez-Faire Leadership, a passive and hands-off approach, would likely worsen the avoidance behaviours already present among staff, rather than provide the proactive support required (Zaccaro et al., 2018). Authoritarian Leadership, which emphasizes control and top-down decision-making, risks damaging trust and morale in a setting that prioritises collaboration, care, and shared responsibility (Blackmore, 2013). In contrast, Pakaang’s chosen leadership blend focuses on empowerment, accountability, and moral purpose, aligning more effectively with the organisation’s mission and Christian ethos.

Intervention Plan

1. Vision and Purpose Alignment

Director Pakaang will initiate workshops to co-develop a Christ-centered mission statement and set clear expectations. These sessions use scripture-based reflection, case studies, and role-play to foster shared purpose and transparency.

Transformational leadership involves establishing a shared vision and inspiring commitment to core values (Bass & Riggio, 2006; Hallinger, 2011). Vision-setting also supports learning-focused leadership across the organisation (Ahn et al., 2024).

2. Professional Learning Communities (PLCs)

Educators will form bi-weekly PLCs to reflect on practice, address real challenges, and set behavioural goals, especially around supervision, documentation, and teamwork. Director Pakaang will guide discussions and monitor progress.

PLCs promote ethical dialogue and collective inquiry that shape professional culture and instructional quality (Ballangrud & Aas, 2022; DuFour et al., 2010). Leadership plays a crucial role in structuring these communities and driving their success (Harris & Jones, 2019).

3. Mentorship and Modelling

Experienced staff will mentor peers in targeted areas (e.g., documentation, supervision). Director Pakaang will model behaviours daily, reinforcing learning by example.

Mentorship builds capacity and empowers peer-led development (Edwards-Groves et al., 2019). Transformational leaders serve as role models who influence others through their actions (Furtner et al., 2013; Bass & Riggio, 2006).

4. Accountability Mechanisms

New tools like floorbook audits, incident reviews, and “Professional Conduct Logs” will be introduced. Monthly reviews with staff will ensure follow-through and support.

Effective leadership includes setting expectations, tracking progress, and using data to drive improvement (Day et al., 2016; Robinson & Gray, 2019). Structured systems for accountability build trust and professional responsibility (McChesney & Aldridge, 2021).

5. Stakeholder Engagement

Monthly feedback sessions with educators, parents, and children (age-appropriate) will ensure transparency and inform continuous improvement.

Distributed leadership engages all stakeholders and builds a culture of shared responsibility (Gunter et al., 2013). Servant leadership, rooted in listening and valuing others, fosters inclusion and growth (Greenleaf, 1977).

6. Recognising Growth

A “Christ-like Educator of the Month” award will celebrate those embodying desired values, boosting morale and reinforcing positive change.

Recognition of positive contributions reinforces professional identity and motivates continued growth (Leithwood & Jantzi, 2000). Celebrating success nurtures relational trust and builds momentum for change (Boscardin, 2016).

Implementation Timeline (Months 1–6)

• Month 1: Vision workshops and baseline data
• Month 2: Launch PLCs and mentorship
• Month 3: Begin audits and reflections
• Month 4: First stakeholder feedback session
• Month 5: Recognise early successes
• Month 6: Midpoint evaluation and adjustment