By Jamie Bricker
Last month’s piece, “Unlocking the Ten Keys to Affective School Leadership – Part 1,” examined the first five practices principals can use to build and sustain an affective school culture. Affective leadership centers on creating an environment where every stakeholder—students, staff, and families—feels genuinely valued, respected, and heard.
February’s article covered the importance of accountability, adaptability, authenticity, clarity, and collaboration. These five traits shape a principal’s daily interactions and are essential for meaningful, long-lasting leadership. In this final installment of the three-part series, I discuss the remaining five keys: compassion, consistency, open-mindedness, transparency, and visibility. These traits are interconnected; together with the first five, they create the synergy that defines effective, people-centered school leadership.
#6 – Compassion
- Principals must balance data-driven decisions with genuine care. Some choices require cold facts, but many situations call for empathy and human consideration.
- Leaders should be approachable and ready to support staff, students, and families who face personal or professional challenges. While many people will seek out help, proactive check-ins are often necessary to notice and address emotional struggles.
- Allow greater flexibility with timelines and expectations when circumstances warrant it. Staff and families are navigating many pressures; compassionate adjustments reduce stress and strengthen trust.
Everyone has faced heightened emotional strain recently, so principals must continually offer reassurance, listen attentively, and respond with understanding.
#7 – Consistency
- Engage with all community members in a steady, welcoming manner. A leader’s ability to set aside personal distractions and give full attention creates stability and fairness.
- Maintain a calm, composed presence. The principal’s office should be an oasis of control and reason. When leaders appear unsettled, anxiety can spread through the school; steady leadership reduces uncertainty.
- Base decisions on sound judgment and logic. Emotional elements are inevitable, but leaders must rise above immediate reactions to choose what’s reasonable and fair.
#8 – Open-Mindedness
- Invite diverse viewpoints. When people feel their perspectives matter, they contribute more freely. Broad participation enriches discussion and leads to stronger solutions.
- Encourage calculated risk-taking. Staff grow and find fulfillment when they try new approaches, and schools advance when innovation is valued and supported.
- Respect past practices while pursuing improvement. Leading change is rarely all-or-nothing; effective leaders honor what has worked and thoughtfully update what no longer serves the school’s goals.
#9 – Transparency
- Remember that principals set the cultural tone. How leaders behave and communicate signals which actions and values are acceptable, shaping norms across the school.
- Avoid hidden agendas, clique mentalities, or special deals. Perceptions of favoritism erode trust. Everyone should feel included, valued, and confident that their efforts will be recognized.
- Minimize surprises by sharing timely information. Especially during uncertain times, predictable and open communication helps staff and families plan and reduces anxiety.
#10 – Visibility
- Be present throughout the school—in hallways, classrooms, and outdoor spaces. Regular visibility helps leaders understand classroom practices and routines while giving staff and students easy access to brief conversations or quick support.
- Prioritize people over paperwork. Email and documentation are necessary, but face-to-face interaction—whether in person or via meaningful video conversations—builds relationships and supports nuanced dialogue on important issues.
- Show up during crises. During critical moments, stakeholders expect the principal to demonstrate a confident presence, clear direction, and a calming message. Visible leadership at these times reassures the community.
This article continues a monthly series on the impact of affective leadership in schools. Affective leadership focuses on working with people—engaging them, valuing their voice, and responding to their needs—rather than merely directing or bypassing them. When stakeholders feel respected and heard, they invest more deeply in the school’s mission. Recent challenges have amplified the need for genuine connection across every school community.
About the author
Jamie Bricker is a published author, international speaker, and retired school principal who advocates for affective leadership. He co-hosts podcasts, including Affective Leadership – Positivity Promotes Productivity, and writes weekly about leadership practices. Jamie’s work is available on LinkedIn; he can be reached at [email protected] or via his website at www.jamiebricker.com.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education to digital curriculum.