Our penultimate school leader
profile describes a somewhat strong, driven, freedom-seeking personality. The Eight school leader is like other previously-described types in
this series. He is like the Four
because of his independent nature (masquerading to some as an individualist nature). Like
the One, he
desires positive, ethical change and reform.
The Eight can also alternately resemble the Five and
the Two
(his Enneagram stress and growth points, respectively.) However, the Eight is unique, like all of these and other Ennea-types, because of his
primary motivation: a fear of being
manipulated and/or controlled by someone, or something, else.
Unchecked, this fear can cause the Eight
principal to figuratively bite the meddling (but often well-meaning)
supervising hand that attempts assistance or partnership.
Also called “The Challenger,” “The Leader,” and “The Protector,” Eights can be very successful school-level leaders. Indeed, like the Type Three school leader (The Achievement-Seeker) who is drawn to high-profile school district or higher education administrative positions, the Eight may tend to gravitate toward lower-profile, but seemingly more autonomous, principal or other school-level leadership roles. In fact, in our brief tenure together as school district administrators, we knew many of these Freedom-Seeker principals, and we continue to encounter many acting or aspiring Type Eight school leaders in our individual work today.
These principals, and their fellow healthy Type Eight school leaders, fiercely defended their autonomy, and they just as fiercely defended those whom they supervised when they detected what they viewed as unfounded “bullying” by supervising administrators or other stakeholders. This was an admirable quality; however, when Eights are under stress they also potentially close their minds to the possibilities of occasional shared leadership. Additionally, some Eight school leaders also find it difficult to continue to objectively work with a colleague or supervisor who has somehow infringed upon her teachers’, staffs’, students’, or her own freedom.
Bully-Killers
Because the Eight desires autonomy
and freedom not just for self but also for others, and will staunchly defend
this right, we have taken to calling the Freedom-Seeker principal a
“bully-killer.” We have witnessed Eights
courageously champion a teacher or staff member as often as we have seen these
principals defend students’ rights to an ethical, engaging curriculum in a safe
learning environment. In this way, the
Freedom-Seeker is also a defender of
her clear, singular vision of the way school “ought to be.” Do not stand in her way – she’s got this.
But her desire for freedom and an autonomous way of operating can potentially blind the Eight to certain realities. Realities of…
- …an ineffective teacher for whom the Freedom-Seeker principal has developed an affection (or an effective teacher for whom the Eight principal has developed an aversion),
- …an alternative and more effective teaching or assessment method offered by one of the Freedom-Seeker’s perceived “enemies,”
- …a stakeholder (e.g., teacher, parent, school board member, supervising administrator) who desires a collegial relationship, but who is shut-out because of a past disagreement (no matter the level of sincere repentance).
Additionally, and related to the Freedom-Seeker’s desire for complete freedom, this principal may also experience difficulty fostering meaningful collegial relationships. The Eight’s tender emotions are often unknown to all but a small circle of confidants. As a result, some stakeholders could view Eights, particularly those in elementary school leadership roles, as too “tough” or rigid to create the desired warm and welcoming school atmosphere.
Practices for wholeness: finding freedom in “critical” affection
Though he may find it difficult at the onset, the Freedom-Seeker school leader should foster collegiality and shared leadership. He should identify, and appropriately delegate, tasks to other leadership team experts and provide mentoring and guidance without dictating or micromanaging.
The Eight principal should also capitalize on relationships with one or two confidants and identify a critical friend. A critical friend – one on whom an individual can unconditionally rely for ethical care and honesty – is important for all Ennea-types, but is perhaps crucial to the personal and professional growth and success of the Freedom-Seeker principal. In such a partnership, the Eight can explore previously hidden emotional aspects of the school leadership role, and can also learn to accept honest, constructive feedback for improvement. These relational skills can then transfer to interactions with the school community at large.
Collegiality does not equal subservience
Eights should guard against viewing sincere collaboration efforts as personal attacks on independence since the nature of modern school reform begs real collegiality. This school leader should always be mindful of tempering power- and control-desires with open and honest, but also compassionate, communication and relationship building.
The healthy Freedom-Seeker’s drive is ideal for school reform efforts. If an Eight principal possesses a meaningful and effective plan, and is not hindered by obstacles (neither outer nor inner) to necessary collaboration, she can lead a school to success.
Look for our final Enneagram Type school leader profile in coming weeks. For a complete list of Enneagram resources, check the Enneagram links on the left-hand side of this page, and visit our Services page to learn about the wide range of CLS workshops available for leadership and professional development. For previous type profiles, click here and scroll to the bottom of the post.
