True leadership in education isn’t defined by your title or position. It comes from the daily actions, decisions, and interactions that show your commitment to growth, learning, and positive change.

Think about the most influential leaders you’ve met in your educational journey. What made them stand out? Was it their official authority, or their ability to inspire, support, and empower others through daily actions?

Recent research demonstrates that real leadership comes from consistent daily practices, not just from holding a high position (Frontiers in Education, 2025). This challenges us to rethink what it really means to lead in education.

Every time you interact with students, colleagues, or your community, you have a chance to show leadership. Listening to a struggling student models empathy and care. Sharing new strategies with a colleague builds a culture of teamwork and growth.

Here’s a real story that shows these ideas in action. Early in my career as an administrator, I saw Ms. Smith, a middle school math teacher, notice a colleague struggling with student engagement. She didn’t wait for me or another administrator to help. Instead, she invited her colleague to observe her classes and later shared specific strategies during their planning time. Ms. Smith didn’t hold a formal leadership title, but her initiative and support made a positive impact on the math department. Her actions show what distributed leadership looks like—leadership that comes from daily choices, not just a job description (HR Success Talk, 2026).

This story sticks with me because it shows how leadership is accessible to everyone. Ms. Smith’s willingness to help, her openness, and her proactive approach made a real difference, not just for her colleague, but for the entire department. She modeled the kind of leadership that builds trust and encourages others to step up, too.

Research shows that when leadership is shared across the organization, it leads to better results and a stronger culture (DeWitt, 2024). This means every educator can be a leader, no matter their official role.

The choices you make each day as an educational leader show your values and priorities. These, seeminly, small actions add up over time to shape your leadership legacy:

Here’s another story that still shapes how I view leadership. At the time, I was teaching at a university in Los Angeles. I learned from several doctoral students that they were struggling with the pressures of their program. I reached out to Mr. López, a counselor at the university, to share my concern.

Instead of waiting for someone else to address the issue, he contacted each student and volunteered to create a dedicated counseling group for them. He didn’t have a formal leadership title beyond his counseling role, but his initiative and willingness to support others made a real difference. The group quickly became a safe space where doctoral students could share their experiences, learn coping strategies, and support one another.

His proactive approach didn’t just help those students—it sent a message throughout the graduate school about the power of stepping up and caring for your community. That’s the kind of leadership that ripples outward, inspiring others to act with intention.

Leadership development isn’t reserved for those aspiring to administrative roles. Every educator can cultivate their leadership voice through intentional daily practices: