Situations That Affect My Values and Beliefs - Essay Example

?Critical Life Experiences That Have Impacted On My Values, Motivations, Beliefs And Behavior It is undeniable that the experiences we go through in life determine the ultimate personalities that we become. More important is the fact that different life experiences impact us differently (Branson, 2009; Tysum, 2010). Therefore, my personal life experiences have shaped different life tenets in regard to values, motivations, beliefs and behavior. This is an analysis of critical life experiences that have impacted on my values, motivations, beliefs and behaviour in light of Branson’s model. I must admit that one of the greatest life experiences that have shaped by values and beliefs is having been brought up in a Christian set up. I was born in a family that greatly values Christianity. My parents have always adored and upheld Christian values and taught the same to their children. I grew up to appreciate the importance of church in developing values and beliefs (Branson, 2009; Hunt, 1999). As a small child, I began to learn what is right or wrong by putting everything in the context of Christianity. Being raised Catholic in a small country town in Australia made me develop strong Christian values. I continually developed the values of truth, fairness, care, loyalty, respect, purity, equality among others (Branson, 2009). The catholic community draws values and beliefs from the Bible (Hunt, 1999) and, therefore, I have become a strong believer in biblical teachings. However, all the values that I have gained from being associated with the catholic teachings have been affirmed and cemented by my parents who have always made a follow up on my Christian development. My parents, especially my father, strongly believe that good values are nurtured since childhood. A strong family background is overwhelmingly important in impacting values and motivating children towards their set goals in life (Hunt, 1999). My experiences in a large family that upholds family values have made me grow tremendously in human values. As a family, we have always appreciated the importance of family functions, such as get together ceremonies, weddings, birthday celebrations among other family functions. These diverse family functions have really encouraged me to uphold family values and the importance of the family as a basic unit for the society (Branson, 2009). More importantly, the financial, moral, and psychological support I have received from the large family base have greatly motivated me in achieving my goals in life. Actually, I have been able to achieve much in life especially in academics by the need to meet and exceed the standards that have already been set by my family members (Tysum, 2010). Exposure to different social and cultural set ups across the world have been a great boost to my behavior and values. I have travelled and taught in different parts of the world, especially in the US and London. Admittedly, the exposure to different social set ups have greatly impacted on my behavior in my endeavor to fit in those set ups. For instance, I had to take time to learn new cultural beliefs every time I went to a new society. When I went to teach in London, I had to learn new behavior in order to fit perfectly in the society. Additionally, I had to change my behavior and adapt to the cultural system of the US. This way, I was able to integrate with the society and expedite my duties as a lecturer effectively. I must admit that the exposure to different societal set ups have acted as a great motivation. When I was teaching in the US, I came across teachers that are more experienced and more effective in their teaching methods. In the process, I learned to be more competitive by striving to be better than the experts are and this has indeed been a great motivation especially in my career as a teacher. Different societal set ups have different value attached to education among other social tenets (Burton, Smith & Brundrett, 2002; Branson, 2009). For instance, the European and American education systems are slightly different and one has to understand the values associated with each education system in order to provide quality-teaching services. However, a pivotal point in my beliefs, behavior, and values occurred when I had a chance of teaching indigenous populations in Australia. I had a personal encounter with a different world that sees things in a different light. The indigenous communities, especially in Australia, have not yet appreciated the importance of education in societal development. Therefore, it takes extra effort to instill learning and reading culture in these societies. However, the few who adapt to the education system produce remarkable outcome and are likely to be the instruments of change in the society (Ciriello, 1998). Working in remote areas in indigenous communities has acted as a great motivation towards the need to promote education to the marginalized communities. Actually, I developed a strong motivation of establishing an education center in marginalized communities in the efforts of empowering these communities through education. It is interesting to note how life experience can be an instrument to behavioral change. One such experience occurred in 2007 when my close and most favorite cousin passed on. The death of my cousin made me realize that life is not permanent and that we only have the present to do things right. There were many things I wished we did together. I learned that I do not have to wait until tomorrow to make a positive change to the society. Since then, I have learned to utilize the present, especially in my career as a teacher. Remarkable changes in future primarily depend on how best we lay the foundation at present (Ciriello, 1998). As I went through this life changing experience, I learned how to avoid procrastination. Although teachers are supposed to be effective role models and source of motivation to students, I must admit that I have been greatly motivated by enthusiastic students and teachers. I derive overwhelming joy and satisfaction by looking at fruits of my labor. It takes many years of hard work and dedication to become an effective teacher. Additionally, the challenges of the modern society coupled with teaching in different societal set ups makes teaching a challenging experience (Hollas, 2009). However, teaching highly motivated, enthusiastic, and willing students have been a great motivation to my career as a teacher. More remarkably, I have shared professional experiences with teachers who are overwhelmingly motivated in their work. For instance, I have shared the same teaching platform with teachers in London where teaching is more self-motivated as opposed to the US system where the No Child Left Behind Act is the main drive for performance in education. I have adopted the tradition of being self-motivated in all aspects of life rather than depending on remunerations and other benefits to provide quality work (Hollas, 2009). It is undeniable that the need to fit in the society acts as a tool for behavioral change (Hunt, 1996). Whenever I go to a new societal set up, I have to adapt to new belief and cultural system in order to integrate perfectly with the society. However, being employed especially in a Catholic school has been one of the greatest motivations. I have been a mentor and a role model in a Catholic institution for a while. In the process of mentoring and being a role model to students in a Catholic school, I developed my behavior in the process (Hunt, 1996). Remarkably, laws and legislations play an important role in shaping behavior. I have had to shape my behavior especially in the professional field. Laws and regulations have always acted as rail guides for my actions and behavior and more importantly, when I have had to work in different societies where laws and regulations are different (Branson, 2005). Implications for my leadership in a Catholic school Different life experiences have shaped me into the person I am at present. My belief system has become integrated with the needs of the modern society, specifically in education. More important is the fact that I have ultimately become an effective leader in education. The values and beliefs that I adopted during upbringing in a Catholic set up have shaped me to be an effective leader in a Catholic school. This is even more important considering that Catholic schools need special leadership anchored in strong Catholic beliefs and traditions. Diversity in leadership calls for diversified approach to leadership through upholding different societal values. Having taught in different cultural set ups especially in the US, London, and in marginalized communities in Australia, I have come to appreciate cultural diversity and integrated the same in my leadership in the Catholic school. Leading by example is arguably the best leadership model and therefore, my experience as a mentor, role model, and a motivator in different Catholic schools has made me an effective leader in education. Most importantly, teaching marginalized communities in remote areas in Australia have shaped me to be an apt leader within the context of modern as well as traditional education set-ups. This has indeed made me an effective Catholic school leader considering that Catholic schools span across different societal set ups. References Branson, C. (2005). Exploring The Concept Of Values-led Principalship, Leading And Managing, 11(1) 14-20. Branson, C. (2009). Leadership For An Age Of Wisdom. London: Springer. Burton, N., Smith, R., & Brundrett, M. (2003). Leadership In Education. New York: Sage. Ciriello, M. (1998). Formation And Development For Catholic School Leaders: The Principal As Educational Leader. New York: Department Of Education. United States Catholic Conference. Hollas, B. (2009). Uncommon Leadership In Education: The 7 Secrets Of Motivating & Inspiring Your Team. New York: Crystal Springs Books. Hunt, T. (1996). Contemporary Catholic School: Context, Identity And Diversity. London: Routledge. Hunt, T. (1999). Catholic School Leadership: An Invitation To Lead. London: Routledge. Tysum, A. (2010). Evidence Informed Leadership In Education. 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