Exploring Personality Types in Educational Leadership: Insights from Personal Experience

If you worked with me in Australia during my earlier pathway to leadership, you might connect with some ideas I share here about personality types in leadership.

Personal reflections only.

I am sharing a story I have shared many times before.

In leadership workshops, I have led keynote conferences, chats over coffee, and lessons shared with developing leaders, using this story to explore perspectives about diversity.

Whether I am right or wrong, I hope this reflection prompts you to reflect critically on your pathway to leadership as you forge new plans for the future. Reflections and rationale about reflections often have holes but the process is important. (Disclaimer)

Some important background:

In case you are less familiar with the Myers-Briggs model, the MBTI classifies personality into 16 distinct types based on four dichotomies:

1. Extraversion (E) vs. Introversion (I):
   • Extraversion (E): Energized by interacting with others and engaging in external activities; prefers social engagement and action.
   • Introversion (I): Energized by solitary activities and internal thoughts; prefers quiet and reflection.
2. Sensing (S) vs. Intuition (N):
   • Sensing (S): This mode focuses on concrete details and present realities and relies on direct experience and factual information.
   • Intuition (N): This type of thinking focuses on abstract concepts and future possibilities and relies on patterns, ideas, and insights.
3. Thinking (T) vs. Feeling (F):
   • Thinking (T): Makes decisions based on logic and objective criteria; values consistency and fairness.
   • Feeling (F): Makes decisions based on personal values and the impact on others; values empathy and harmony.
4. Judging (J) vs. Perceiving (P):
   • Judging (J): Prefers a structured, organized approach to life; likes to make decisions and stick to plans.
   • Perceiving (P): Prefers flexibility and spontaneity; likes to keep options open and adapt as needed.

Each personality type combines these dichotomies, resulting in 16 possible types, such as ESTJ, INFP, or ENTP. These types help individuals understand their preferences in perceiving the world and making decisions.

Mental Processes According to the Model

If we drill down a little further, in Myers-Briggs terminology, the two middle letters of your type represent your mental processes. These processes underpin how you gather information and make decisions and this is especially important as a leader.

There are four mental processes: Sensing, Intuition, Thinking, and Feeling. Everyone employs all four processes to some extent, although only two are featured in your MBTI type. For instance, someone with an ESTP type also uses Feeling and Judging processes, even though these are not part of their type code. In reality, we all use each of these processes in our daily lives.

The Sensing and Intuition processes are related to how we perceive information.

Thinking and Feeling processes pertain to how we organise information and make decisions.

While everyone uses all four mental processes, each personality type has a preferred way of using them, usually in a specific order. However, with awareness of your type, you can adjust your approach based on different situations.

These pairs strongly indicate leadership styles in terms of the way we gather information and then organise it before action as a leader.

Exploring Personality Types in Educational Leadership: Insights from Experience

In the late 1990s and early 2000s, I was a developing leader. I attended numerous leadership development conferences focused on personal development. These conferences explored various personality and leadership models, including the Myers-Briggs Type Indicator (MBTI), aiming to develop character, beliefs, values, and personal behaviours to enhance leadership impact. Through these experiences, I observed notable differences among leaders and developed key insights about personality types and their influence on leadership.

Key Observations on Personality Types

During these leadership conferences and workshops, I observed that principals tended to fall into two broad categories: pragmatics and traditional leaders versus sensing or relationship-focused leaders. The pragmatics and traditional leaders often exhibited traits aligned with Myers-Briggs types such as ESTJ (Extraverted, Sensing, Thinking, Judging). These leaders were typically characterised by:

• Efficiency and Structure: ESTJs value clear rules and procedures and a well-organised environment. They are decisive and effective in managing groups and ensuring operational stability.
• Pragmatic Approach: They focus on practical solutions, adherence to established norms, and maintaining order.

In contrast, sensing or relationship-focused leaders, which included types like INFP (Introverted, Intuitive, Feeling, Perceiving) and ENFP (Extraverted, Intuitive, Feeling, Perceiving), approached leadership with a different set of priorities:

• Empathy and Adaptability: INFPs and ENFPs emphasise interpersonal relationships, personal values, and adaptability. They are often more flexible and creative in their problem-solving approaches.
• Focus on Vision and Innovation: These leaders bring a visionary perspective and foster personal growth and inclusivity within their teams.

(As there are 16 MBTI types, for simplification, I will focus mainly on the ST and the NF combinations as a sample case study)

The Prevalence of -ST- and -NT- Types

One notable observation in my region of school leaders was the predominance of ESTJ types and ENTJ types among principals. This trend was also evident in the senior leadership responsible for appointing these principals, suggesting that leaders may tend to promote individuals who resemble their own personality styles. This anecdotal evidence indicates a possible bias towards certain personality types in leadership roles. It was unique to this organisation and region but it was quite significant.

It’s important to clarify that my observations are not meant to make negative or positive judgments about any personality type. Rather, they highlight an interesting trend that might also be present in other industries. ESTJ leaders, for instance, can be highly effective, well-connected, empathetic, and relational. The Myers-Briggs framework does not imply that individuals are constrained by their personality profiles; instead, it offers insights into shared preferences and default behaviours.

There are similar dominant trends in other industries. “According to Mic Network, both ENTJs and ESTJs usually make the highest salaries. But ENTJs are also the best at managing and supervising employees, which makes them the most likely personality type to be a CEO.” (Source)

Concerns and Implications

The tendency for educational leadership roles, as I have previously mentioned, to be predominantly filled by individuals with similar Myers-Briggs personality types raises several critical concerns and implications for education.

Risk of Leadership Homogeneity

When individuals of similar personality types consistently occupy leadership positions, there is a risk of fostering a homogeneous leadership environment. This homogeneity can manifest in several ways:

1. Limited Perspective: Leaders with similar personality traits may share similar viewpoints, strategies, and problem-solving approaches. This can result in a narrow perspective on issues, limiting the ability to address diverse challenges effectively. For example, a leadership team composed of pragmatic ESTJs might focus heavily on efficiency and structure, potentially overlooking the importance of creative and relational approaches that is more likely driven by INFP styles.
2. Reduced Innovation: Innovation often arises from diverse ideas and perspectives. When leadership is homogenous, there is a risk that new and unconventional ideas may be undervalued or dismissed. This can stifle creativity and hinder the development of innovative solutions for adapting to evolving educational needs and environments.
3. Echo Chamber Effect: A leadership team of individuals with similar personality types may inadvertently create an “echo chamber,” where ideas are reinforced rather than challenged. This can lead to a lack of critical thinking and resistance to change, preventing the organization from adapting and improving.

Impact on Organisational Culture

The composition of the leadership team can significantly influence the organizational culture within educational institutions:

1. Cultural Conformity: Leaders with similar personality traits may unintentionally promote a culture that aligns with their preferences and values. This can create an environment where alternative perspectives and leadership styles are undervalued or excluded, potentially alienating staff and students who do not fit the predominant mold.
2. Employee Engagement and Morale: Staff members who do not align with the predominant personality type of the leadership team might feel undervalued or marginalised. This can impact employee engagement, job satisfaction, and overall morale, critical factors in maintaining a positive and productive work environment.
3. Student Experience: The effectiveness of educational leadership ultimately impacts students. A lack of diverse leadership styles can affect the learning environment and student outcomes. For example, a leadership team prioritising structure and efficiency might miss opportunities to support students’ emotional and creative development.

Need for Balanced Leadership

To address these concerns, it is important for educational institutions to strive for a more balanced and inclusive approach to leadership:

1. Diverse Leadership Teams: Encouraging a mix of personality types within leadership teams can bring a broader range of perspectives and skills. This diversity can enhance decision-making, foster innovation, and create a more dynamic and adaptable organization.
2. Encouraging Inclusivity: Leadership development programs should aim to recognise and value different personality types and leadership styles. This includes supporting leaders in understanding and working effectively with individuals with different traits and approaches.
3. Promoting Flexibility: Leaders should be encouraged to adopt flexible and adaptive approaches, leveraging the strengths of their team members to address a wide range of challenges and opportunities. This flexibility can help ensure that the organization remains responsive to change and can meet diverse needs.

By addressing these concerns and fostering a more diverse and inclusive leadership environment, educational institutions can enhance their effectiveness, drive innovation, and create a more positive and supportive culture for staff and students.

The Value of Diverse Personality Types

I firmly believe that all Myers-Briggs types can be equally effective as educational leaders. Each personality type brings unique strengths and approaches to leadership. Here’s why diversity in personality types is beneficial:

• Multiple Leadership Styles: Different personality types offer various approaches to leadership, from pragmatic and structured to visionary and empathetic. Each style can be effective depending on the context and needs of the organization.
• Adaptability and Inclusivity: Leaders must work effectively with individuals of all personality types. A leadership environment that values diverse perspectives will likely be dynamic and responsive to challenges.

The Importance of Adaptability

Adaptability is crucial for effective leadership, particularly in diverse and evolving environments such as educational institutions. When a leadership team is comprised solely of individuals with similar personality styles, it may face significant challenges that can hinder its overall effectiveness.

Here’s an expanded look at why adaptability is vital and how embracing diverse personality types can enhance leadership.

Challenges of Uniform Leadership Styles

1. Limited Problem-Solving Approaches: A leadership team of individuals with similar personality types may approach problems uniformly. For example, if all leaders are pragmatic types like ESTJ, they might focus primarily on structure and efficiency. While this approach has its merits, it may lack the creativity and flexibility to address complex or unconventional problems requiring a more nuanced or innovative solution. On the other hand, a team of INFPs may be less objective, less pragmatic, and time-sensitive when executing solutions. They may not see the risks or logic essential to analyse factors that sit behind key decisions.
2. Difficulty Adapting to Change: Adaptability is key in a rapidly changing educational landscape. A team with similar personality types might struggle to pivot effectively when faced with new challenges or opportunities. For instance, leaders prioritising stability and order might find it difficult to implement new technologies or educational methods requiring a more flexible approach. A team that is more comfortable with change may risk extending periods of uncertainty in ways that destabilise the tone and the organisational climate.
3. Overlooked Needs and Perspectives: Educational institutions serve diverse populations with varying needs. A homogenous leadership team might not fully appreciate or address the diverse needs of students, staff, and other stakeholders. For example, leaders focused solely on efficiency might overlook the importance of emotional support and relational dynamics in the educational environment. Leaders who focus too heavily on diverse needs can create unfocused systems that cater too much to difference rather than creating alignment.

Benefits of Embracing Diverse Personality Types

1. Broader Problem-Solving Capabilities: A leadership team can draw on a more comprehensive array of problem-solving approaches by including individuals with a range of personality types. For example, while pragmatic types might excel in organizing and managing resources, intuitive types can bring creative solutions and innovative ideas. This diversity in problem-solving can lead to more comprehensive and effective strategies.
2. Enhanced Flexibility and Responsiveness: Diverse personality types contribute to a more flexible and responsive leadership team. Leaders with different traits can adapt to various situations and challenges, bringing their unique perspectives to bear. For instance, relationship-focused leaders can help address interpersonal issues and foster a supportive environment, while detail-oriented leaders can ensure that operational aspects are managed efficiently.
3. Improved Organisational Culture: A leadership team that values and integrates diverse personality types can create a more inclusive and dynamic organizational culture. This inclusivity can enhance team cohesion, boost morale, and promote a positive working environment. Staff and students are more likely to feel valued and understood when their leaders reflect a range of personality styles and approaches.

Strategies for Fostering Adaptability

1. Encourage Diverse Leadership Styles: Educational institutions should actively seek to include various personality types in leadership roles. This can be achieved through targeted recruitment, professional development programs, and creating opportunities for different leaders to contribute their perspectives and skills.
2. Promote Cross-Functional Collaboration: Facilitate collaboration among leaders with different personality types to leverage their diverse strengths. For example, forming cross-functional teams or committees can help ensure that various viewpoints are considered in decision-making.
3. Support Ongoing Development: Provide leadership development opportunities focusing on understanding and appreciating different personality types. Training programs emphasizing emotional intelligence, adaptability, and effective communication can help leaders work more effectively with individuals of varying traits.
4. Foster a Culture of Openness: Create an organisational culture that values and encourages diverse perspectives. Leaders should model openness and flexibility and be willing to consider and integrate different ideas and approaches.

By embracing and leveraging the strengths of diverse personality types, educational leaders can build a more balanced and effective leadership team. Adaptability enhances problem-solving and responsiveness and contributes to a more inclusive and positive organizational culture, ultimately benefiting the entire educational community. In another article, I strongly share how much I believe in the benefits of being a contrarian. (Source )

While certain Myers-Briggs personality types may be more prevalent in traditional leadership roles, all types have valuable contributions to make in educational leadership. It is crucial to recognise the strengths and potential of diverse personality types and to foster an environment where adaptability and inclusivity are prioritised. Doing so can ensure a richer, more effective leadership landscape that harnesses the full range of talents and perspectives available.

If you want to learn more about the steps required to set up a school, check out some of our other articles:

– Steps to Setting Up a New School

– 10 Steps and Articles on How to Set Up a New School

– GSE International School Franchise Models

Get in Touch for More Information

GSE set up schools in all areas of the world

GSE manage and operate schools in all areas of the world

CEO and Education Expert Greg Parry

Internationally renowned for his expertise in education leadership, Greg Parry’s vast experience includes leadership of projects for education institutions throughout Australia, the Middle East, the United States, India, Indonesia, Malaysia and China. Recognised for his numerous contributions in the education arena, Greg has received the Ministers Award for Excellence in School Leadership based on improvements in school performance and a range of successful principal training and leadership development programs, as well as the School of Excellence Award for Industry/School Partnerships and the School of Excellence Award for Technology Innovation. His company GSE (Global Services in Education) has been recognised as having the Best Global Brand in International Education in 2015 and 2016.

Considered one of the premier experts in his profession, Greg has trained teachers and principals throughout the world in areas such as critical thinking, language development and leadership. His expertise in school start up projects, leadership and curriculum development, has made him a sought after authority in these discipline.

www.gsineducation.com

Global Services in Education set up and operate schools in all parts of the world. Governed by a philosophy of global citizenship, every member of the GSE team shares a passion to help shape international education and student achievement through inspiration and collaboration.
Our goal is to meet the highest objectives of every school, teacher, student and parent, with an unwavering dedication to quality education, shared ideals and intercultural perspectives.