Multidisciplinary Journal Epistemology of the Sciences
Volume 3, Issue 1, 2026, January–March
DOI: https://doi.org/10.71112/xvpaz064
LEADING OR MANAGING: THE LIGHTS AND SHADOWS OF ORGANIZATIONAL
IMPACT
LIDERAR O GESTIONAR: LAS LUCES Y LAS SOMBRAS DEL IMPACTO
ORGANIZACIONAL
Elvis Humberto Tabares Quintero
Colombia
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Leading or Managing: The Lights and Shadows of Organizational Impact
Liderar o gestionar: Las luces y las sombras del impacto organizacional
Elvis Humberto Tabares Quintero
elvistabares@email.com
https://orcid.org/0009-0008-0373-5666
Universidad Nacional Abierta y a Distancia
UNAD Florida
Colombia
ABSTRACT
Leadership is a decisive factor within organizations. Unlike a manager, who focuses on
processes, a leader mobilizes emotions and builds culture, although both roles often overlap.
Organizational impact depends on how authority is exercised: while transformational leadership
fosters innovation and sustainability, transactional leadership can create cold and demotivating
environments.
Positive leadership drives personal growth, whereas toxic leadership erodes institutional trust.
Ultimately, success is not measured solely by goals achieved, but by collective identity and the
well-being of followers. This essay proposes integrating a transformative vision with efficient
management. Only by prioritizing both results and the human factor can ethical, sustainable
institutions be built to transcend the short term.
Keywords: Leadership, management, positive leadership, toxic leadership, transformational
leadership, transactional leadership.
DOI: https://doi.org/10.71112/xvpaz064
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RESUMEN
El liderazgo es determinante en las organizaciones. A diferencia del gestor, enfocado en
procesos, el líder moviliza emociones y construye cultura, aunque ambos roles suelen
solaparse. El impacto organizacional depende de cómo se ejerce la autoridad: mientras el
liderazgo transformacional fomenta la innovación y sostenibilidad, el transaccional puede
generar entornos fríos y desmotivadores.
Un liderazgo positivo impulsa el crecimiento personal, mientras que uno tóxico erosiona la
confianza institucional. En última instancia, el éxito no se mide solo por metas alcanzadas, sino
por la identidad colectiva y el bienestar de los seguidores. Este ensayo propone integrar una
visión transformadora con una gestión eficiente. Solo priorizando tanto los resultados como el
factor humano se logran construir instituciones éticas y sostenibles que trasciendan el corto
plazo.
Palabras clave: Liderazgo, gestión, liderazgo positivo, liderazgo tóxico, liderazgo
transformacional, liderazgo transaccional.
Received: march 7, 2026 | Accepted: march 22, 2026 | Published: march 23, 2026
INTRODUCTION
When we think or speak about leadership, purpose is not usually the first concept that
comes to mind (Marques & Dhiman, 2017, p. 8). The following article is for academic evaluation.
It highlights the positive effects of Serendipity, described by Busch (2024) as “surprising
discovery that results from unplanned moments in which our decisions and actions lead to
valuable outcomes” (p. 1112). Its goal is to show skills in identifying and explaining
organizational strengths and weaknesses. It serves as a way for instructors or evaluators to
assess understanding of leadership, management, and organizational analysis. Viewing
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leadership as a process suggests that it is not an inherent trait within the leader, but rather an
interactive exchange that takes place between leaders and their followers (Northouse, 2016, p.
6).
According to Northam, Hipps & Mbaye (2023), “Management is about accomplishing
quantifiable tasks whereas leaders are committed to the vision” (p. 4). The focus on this paper is
less on persuading stakeholders and more on demonstrating critical thinking and
communication abilities. So, in short, this is a presentation designed to identify and analyze
organizational features for academic purposes, not to officially represent the company.
Programs focused on training, supervision, and career development are designed with the aim
of cultivating leaders equipped with the skills required for their roles (Mumford, Marks, Connelly,
Zaccaro & Reiter-Palmon, 2000, p. 88).
Leadership should not be understood as a fixed trait or inherent characteristic within the
leader, but rather as a transactional process that emerges through the interaction between the
leader and their followers (Northouse, 2016, p. 6). This paper will discuss the relevant traits a
true leader must have in order to be followed. Leadership is not merely about holding authority
or directing others; it is about embodying values and principles that inspire trust, respect, and
commitment. Trust, according to Marques & Dhiman (2017), “is a critical skill in establishing and
maintaining strong relationships with internal and external stakeholders” (p. 3). For Men et al.
(2020) cited in Lu (2025) trust in leadership “is one of the significant employees’ change-related
attitudes, behaviors, and mindsets” (p. 21); following this line, Lei et al. (2019) cited in Lu (2025)
argued that “organizational change capacity is associated with employees’ trust in their
colleagues and leaders” (p. 21).
Other traits such as integrity, empathy, resilience, and vision are essential when working
with a group of individuals in pursuit of a common goal. A leader must not only guide but also
motivate, creating an environment where collaboration thrives and challenges are met with
determination.
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In concordance with Burke (2023); Tucker et al. (2024); Zukof (2021) cited in Lu (2025)
“transformation demands the organization shift its culture, mission, approaches, strategies, and
people’s behaviors, skills, and mindsets” (p. 20). Leadership must not be related to
management now that the two of them follow along different paths. Whereas managers focus on
numbers, leaders will accompany their followers to achieve a common objective. While
managers may at times assume a leadership role, they are not always expected or equipped to
lead. Similarly, leaders may occasionally need to perform managerial tasks, yet leadership does
not inherently require, nor guarantee, the ability to manage (Northam, Hipps & Mbaye, 2023, p.
4).
By examining these qualities, this paper will point out how effective leadership
transcends simple management and becomes a force that unites people with a shared purpose.
In the complex framework of contemporary organizations, leadership stands as a decisive factor
for sustainability and collective success. Many people demonstrate genuine leadership without
holding formal positions at work or in other institutional settings. At the same time, there are
those who, despite having attained recognized positions of power, fail to truly function as
leaders (Marques & Dhiman, 2017, p. 9).
Although the terms leader and manager are often confused, they represent distinct but
complementary dimensions of institutional life. At certain times, a manager may assume
leadership of a group, although they are not always in a position, nor obligated, to do so.
Similarly, a leader may find themselves needing to manage their followers, but they are not
permanently called upon, nor always qualified, to fulfill that role (Northam, Hipps & Mbaye,
2023, p. 4). While the manager administers processes, resources, and structures, the leader
mobilizes emotions, inspires shared visions, and builds culture. This duality poses a
fundamental challenge. How are management and inspiration articulated in organizational
practice?
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The impact of leadership transcends the mere achievement of objectives. According to
Agaga, Abdelmoetyc, Aboul-Dahabe, Daherf, Sharkasig, Tahah, Yousafi & Abdelwahab (2025),
“transformational leadership is a technique by which leaders motivate subordinates to perform
beyond expectations to achieve the organization goals and mission” (p. 4). Based on Blanch et
al. (2016) and Cameron (2012) cited in Riaz, Shinwari, Khan, Jamil & Khurshid (2025), “positive
leadership emphasizes inspiration, empowerment, and enabling individuals and teams to reach
their full potential while fostering a supportive organizational culture” (p. 2609). A positive leader
can transform the work environment, strengthen institutional identity, and enhance the creativity
of their teams; conversely, a negative leader can erode trust, generate resistance to change,
and lead to talent loss. Riaz, Shinwari, Khan, Jamil & Khurshid (2025) declare that “dark
leadership encompasses actions, attitudes, and strategies that foster toxic work environments,
demotivate employees, and hinder collaboration and productivity” (p. 2609). Thus, leadership
not only influences immediate results but also shapes the trajectory and reputation of
organizations in the long term.
According to the declarations of Mumford, Zaccaro, Harding, et al. (2000), “leaders’
constructions and interpretations of environmental events are not the only influences on their
development” (p. 92). Effective leadership in complex transitions like base conversion requires
not only meeting immediate requirements but also anticipating long term impacts, engaging staff
in problem solving, and balancing efficiency with sustainability.
Leadership has long been recognized as a cornerstone of organizational success, shaping not
only the achievement of goals but also the culture and resilience of those who follow. Unlike
management, which emphasizes the completion of measurable tasks, leadership is rooted in
vision, influence, and the ability to inspire collective action.
Here we will explore the nature of leadership, its defining skills, and the ways in which
leaders can cultivate both personal growth and organizational success and present the
difference between management and leadership and the skills and traits necessary for the
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development of an organization. This is based on the Skills Model proposed by Mumford,
Zaccaro, Harding, et al. (2000). Effective leaders balance technical expertise with interpersonal
skills, guiding their teams through uncertainty while fostering trust, creativity, and commitment.
This essay seeks to explore the relationship between leader and manager and analyze how
leadership styles—both positive and negative—affect organizational dynamics, offering a critical
reflection on the need to balance efficient management with transformative inspiration.
ANALYSIS
Leader vs. Manager: Convergences and Divergences
In the organizational sphere, the figure of the manager is usually associated with
resource management, strategic planning, and process control. Their role is to ensure that
structures function efficiently and that objectives are met within established deadlines and
budgets. The manager, therefore, represents the technical and operational dimension of the
organization.
On the other hand, a leader is distinguished by their ability to inspire, mobilize, and foster
a sense of belonging. As stated in Kim and Kim (2015) cited in Agaga, Abdelmoetyc, Aboul-
Dahabe, Daherf, Sharkasig, Tahah, Yousafi & Abdelwahab (2025), “transformational leaders
have the ability to transform organizations through their vision for the future and by clarifying
their vision they can empower the employees to take responsibility for achieving that vision” (p.
4). Beyond procedures, a leader focuses on people: their motivation, their development, and the
building of a shared vision that transcends immediate tasks.
While a manager ensures stability, a leader drives transformation. However, these two
dimensions are not mutually exclusive. A manager without leadership risks becoming a mere
mechanical administrator, incapable of generating emotional commitment within their team.
Likewise, a leader without management skills can lose effectiveness, as inspiration without
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structure can lead to chaos. Therefore, the relationship between leader and manager should be
understood as complementary. The balance between management and leadership is what
allows organizations to thrive in increasingly complex and changing environments.
As explained by Rockwell (2021), “transformational leaders try to motivate their followers
to go beyond what is expected of them and to excel in their pursuit of the goals of the
organization” (p. 2). Although leader and manager represent distinct dimensions, in practice
many leaders end up assuming management functions and neglecting the well-being of their
followers. When attention is focused exclusively on indicators, processes, and results, there is a
risk of obscuring the human needs that sustain the organization.
This deviation transforms the leader into a rigid administrator, incapable of inspiring and
building trust. The result is often a negative workplace atmosphere, teams feel demotivated,
communication becomes merely instrumental, and creativity is stifled. Mackey et al. (2021) cited
in Riaz, Shinwari, Khan, Jamil & Khurshid (2025) describe negative leadership as “despotic
leadership, petty tyranny, abusive supervision, pseudo-transformational leadership, and
exploitative and destructive leadership” (p. 2609). Instead of mobilizing emotions and building
meaning, the leader who acts excessively as a manager conveys pressure, control, and a lack
of concern for people. Thus, the organization may achieve short-term goals, but sacrifices
cohesion, innovation, and long-term sustainability.
Therefore, understanding the difference between leading and managing is not merely a
theoretical exercise, but a practical necessity. The real challenge lies in balancing both
dimensions, leadership that inspires and cares, coupled with management that organizes and
supports. Only in this way can we prevent the leader's role from becoming that of a manager
who erodes the work environment and ensure that the organization thrives in a healthy setting,
or as Hall, Johnson, Wysocki, Kepner, Farnsworth & Clark (2019) declare, “managers with
intellectual stimulation promote critical thinking and problem solving in an effort to make the
organization better” (p. 2).
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Transformational Leadership vs. Transactional Leadership
Transformational leadership focuses on inspiring and motivating followers to achieve a
higher level of performance and commitment. Hesselbein and Cohen (1999) cited in Hall et al.
(2019) suggest that “organizations that take the time to teach leadership are far ahead of the
competition” (p. 3).
The transformational leader does not simply direct tasks, but seeks to awaken creativity,
foster innovation, and generate a shared sense of purpose. Hall et al. (2019) argue that
“effective transformational leadership results in performances that exceed organizational
expectations” (p. 2). Their influence is based on trust, ethics, and the ability to convey a vision
that motivates people beyond their individual interests. In this model, the leader acts as a
change agent who transforms both individuals and the organization. Unlike
pseudotransformational leadership which is considered by Bass & Steidlmeier (1999) cited in
Northouse (2016) as “personalized leadership, which focuses on the leader’s own interests
rather than on the interests of others” (p. 163).
Transactional leadership, on the other hand, is based on exchange. The leader offers
rewards or sanctions depending on the fulfillment of objectives and rules. Burns (1978) cited in
Northouse (2016) says that “transactional leadership refers to the bulk of leadership models,
which focus on the exchanges that occur between leaders and their followers” (p. 162). It is a
more pragmatic and short-term-oriented style, where the relationship with followers is reduced
to a contract of benefits and obligations. Although it can be effective for maintaining order and
achieving immediate goals, transactional leadership rarely generates emotional commitment or
innovation, as it is limited to managing the relationship in terms of reward and punishment.
In short, while transformational leadership seeks to uplift and transform individuals and the
organization, transactional leadership focuses on controlling and regulating performance
through explicit agreements. Both styles can coexist, but the long-term impact of
transformational leadership is usually deeper and more sustainable.
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Preventing Negative Leadership and Balancing Styles
Managers sometimes mistakenly believe that holding a managerial title automatically
makes them leaders, and that employees will naturally follow without question (Hall et al. 2019,
p. 1). Analyzing leadership styles reveals that it is not enough to distinguish between a leader
and a manager; it is also necessary to understand the different ways in which influence is
exerted. In this sense, the difference between transformational and transactional leadership is
key.
In line with Hall et al. (2019) “effective transformational leadership results in
performances that exceed organizational expectations” (p. 2). It seeks to inspire and mobilize
followers toward a higher purpose, fostering innovation, trust, and emotional commitment.
Conversely, as reported by Hieng, Hum, Soeung, Sam, Phorn & Vy (2024), “transactional
leaders are known for their structured approach to management. They believe in creating a
clear roadmap for employees to follow” (p. 128). It focuses on the exchange of rewards and
punishments, ensuring the achievement of immediate goals but without building a deep
connection with people.
Both styles can coexist in organizations now that according to Hieng et al. (2024),
“transactional leadership is a type of leadership style in which reward ultimately arouses
employees’ motivation to accomplish their goals” (p. 130). It brings order and clarity to daily
management, while transformational leadership as mentioned in Shahid (2024), “relies on
leaders’ ability to adapt to new challenges and embrace continuous learning” (p. 3808). It
fosters creativity and cultural sustainability. The risk arises when the transactional approach is
prioritized, reducing the relationship with teams to a contract of benefits and obligations, which
can lead to cold and demotivating environments. Two defining attributes of transactional
leadership exert a strong influence on organizational effectiveness. Such leaders prioritize
stability by enforcing rigorous supervision and control mechanisms (Cashman, 2017 cite in
Hieng et al. 2024, p. 133).
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Hieng et al. (2024) acknowledge that transactional leadership style “prioritizes achieving
specific outcomes and objectives” (p. 128). Therefore, organizations must promote a healthy
balance by integrating transactional efficiency to guarantee concrete results, incorporating
transformational inspiration to mobilize emotions and build institutional identity, developing
leaders who understand that their impact is not limited to short-term goals, but rather shapes
long-term culture and reputation. Shahid (2024) claims that “the ability to adjust strategies
quickly based on external factors allows transformational leaders to maintain competitive
advantage and foster innovation” (p. 3809). In this way, negative leadership is prevented, and it
is ensured that both managers and leaders fulfill their roles with ethics, vision, and care for
people.
Positive and Negative Leadership: The Paradox of Managers and Leaders
Sometimes, the lines between leader and manager blur. There are managers who,
beyond their administrative role, manage to positively transform their followers, supporting their
professional and personal growth. In accordance with Tucker et al. (2024) cited in Lu (2025),
“managing the organization's human side is a significant hurdle in organizational change” (p.
21). These managers become trusted role models, as they not only ensure the efficiency of
processes but also promote the well-being and motivation of their teams. Their impact
transcends immediate results and is reflected in a solid organizational culture, capable of being
sustained over time. Reduced burnout and emotional exhaustion, combined with managerial
support, foster reciprocal commitment and supportive actions directed at the organization (Lu,
2025, p. 22).
In contrast, there are leaders who, despite their capacity for influence, exercise their role
in a toxic way. They lead groups by exploiting their position, focusing solely on short-term goals
and neglecting the human dimension of the organization. In compliance with Udchachone, Udin
& Zumitzavan (2025), “these behaviors include abusive supervision, authoritarian control,
manipulation, narcissism, unpredictability, and a general disregard for the well-being of
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subordinates” (p. 2). This type of leadership is considered as the dark side of leadership
because it erodes trust, creates tense work environments, and limits the creative potential of
teams. Although they may achieve immediate objectives, they do so at the expense of cohesion
and institutional sustainability.
The paradox is clear, the title of "leader" does not always guarantee a positive impact,
nor does that of "manager" imply rigidity or dehumanization. True value lies in how influence is
exercised over others. A manager with human sensitivity can become an inspiring leader, while
a leader without ethics or vision can become a destructive force for the organization.
Positive Leadership: Inspiration and Transformation
Unlike those who exercise their role in a toxic way, positive leaders place people at the
center of the organization, recognizing that well-being and human development are the
foundation of productivity and innovation. Within the field of positive leadership, theoretical
models typically concentrate on organizational outcomes, like achievement, expansion, and
efficiency, or on fostering employee welfare, satisfaction, and harmonious relations (Riaz et al.
2025, p. 2609). Positive leadership is characterized by the ability to inspire, mobilize, and build
trust within teams.
Authors such as James MacGregor Burns and Bernard Bass have described this
approach under the concept of transformational leadership. Burns (1978) cited in Agazu, Kero &
Debela (2025) explains that “transformational leadership emerges when one or more individuals
engage with others” (p. 1). In the same line, Bass (1997) cited in Agazu et al. (2025) identifies
four dimensions of transformational leadership “idealized influence, inspirational motivation,
intellectual stimulation, and individualized consideration” (p. 2).
With an idealized influence, the leader acts as an ethical and consistent role model; the
inspirational motivation conveys a clear and stimulating vision; the intellectual stimulation
promotes innovation and critical thinking; finally, the individualized consideration attends to the
needs and aspirations of each team member. In the words of Shahid (2024) “Leaders who
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navigate challenges effectively and adjust their strategies are better positioned to drive
innovation and achieve sustainable growth” (p. 3807). The transformational leader does not
simply direct tasks but rather empowers their followers to surpass their own limitations, fostering
creativity, commitment, and identification with the institutional mission.
The impact of positive leadership is evident. Hall et al. (2029) stablish that “becoming an
effective transformational leader is an iterative process. This means that conscious effort must
be made to adopt a transformational style” (p. 2). More motivated teams, lower staff turnover,
greater creativity, and an institutional culture that transcends immediate results.
Through individualized consideration, managers encourage associates to achieve objectives
that simultaneously foster their growth and contribute to organizational progress (Hall et al.,
2029, p. 2). In this sense, some managers, by integrating these practices, even become
inspirational leaders who support the professional and personal growth of their employees. An
authentic leader does not hide behind masks of power but builds relationships based on trust
and integrity, fostering a healthy and sustainable organizational climate.
Negative Leadership: Toxicity and Organizational Consequences
Udchachone, Udin & Zumitzavan (2025) assert that “employees under toxic leaders
frequently experience low morale, emotional exhaustion, job dissatisfaction, and high turnover
intentions” (p 2). Negative leadership manifests itself when a leader's influence is exercised in
an authoritarian, manipulative, or disregardful manner, regardless of the well-being of their
followers. Unlike positive leadership explained by Azila-Gbettor, Honyenuga, Atatsi, Ayertso
Laryea & Konadu Quarshie (2024) who demonstrate that “in the case of personalized
development, organizations should provide tailored plans that are grounded in individual
assessments, career objectives, and performance evaluations” (p. 12). It seeks to inspire and
transform, whereas the negative leader uses their position to impose, control, and achieve
immediate goals without considering the human impact or institutional sustainability.
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Authors such as Whicker (1996) and Akinyele & Chen (2024) have described this
phenomenon as toxic leadership. While Akinyele & Chen (2024) declare that “toxic leaders
exhibit various negative behaviors” (p. 477), Whicker (1996) cited in Akinyele & Chen (2024)
described it as “damaging leadership behaviors that destroy employees” (p. 479). It is
characterized by the creation of hostile work environments, the erosion of trust, and the
emotional manipulation of teams. This type of leadership can generate high levels of stress,
demotivation, and staff turnover, weakening organizational cohesion.
Similarly, narcissistic leadership focuses on the pursuit of personal recognition and the
satisfaction of individual interests. Schmidt (2008) cited in Akinyele & Chen (2024) report that
these toxic leaders “lack emotional intelligence, are insensitive and self-interested, using
negative managerial tactics to influence followers” (p. 479). They lead arrogantly, focus solely
on short-term results, and neglect building genuine relationships. While they may achieve
immediate success, this comes at the expense of organizational culture and the development of
their employees.
Pursuant to Berzosa & Ganguly (2025) “toxic leadership is characterized by behaviors
such as manipulation, intimidation, and emotional volatility” (p. 888). The consequences of
negative leadership are noticeable, loss of talent, damage to institutional reputation, resistance
to change, and decreased innovation. Wolor et al. (2022) cited in Berzosa & Ganguly (2025)
“highlight the negative impact of toxic leadership on employee performance” (p. 888). In this
sense, even some charismatic and influential leaders can become destructive forces if they do
not balance their power with ethics, vision, and care for people.
Preventing Negative Leadership and Fostering Balance
Outcomes can vary, with reactions being favorable or unfavorable, contingent upon the
way managers implement change and the subsequent responses of stakeholders (Diaz, 2024
cited in Lu, 2025, p. 21). Analysis of leadership styles shows that a leader's impact on an
organization depends not only on their title but also on how they exert their influence. From the
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viewpoint of Cameron (2012) and Demirtas (2020) cited in Riaz et al. (2025) positive leadership
“include agile, sustainable, empathetic, adaptive, inclusive, authentic, and servant leaderships”
(p. 2609).
Managers who integrate humane and transformative practices can become positive
leaders, while negative leadership is explained by Udchachone, Udin & Zumitzavan (2025) as “a
critical deviation from the ideals of healthy leadership” (p. 2). As well as Watkins and Walker
(2021) cited in Akinyele & Chen (2024) who describe toxic leadership as “value-less leaders
who rise to authoritative positions due to certain accompanying leadership traits and narcissistic
personalities” (p. 479). Leaders who neglect the well-being of their followers can become toxic
figures. This paradox compels organizations to reflect on how to cultivate leadership that
combines efficiency with humanity.
To prevent negative leadership, it is necessary to implement clear strategies such as:
rigorous selection processes that evaluate not only technical skills but also ethical values and
interpersonal abilities; ongoing training programs focused on developing positive leadership
skills, such as empathetic communication, emotional intelligence, and trust-building; a strong
organizational culture that rewards collaboration, transparency, and collective well-being,
reducing the space for authoritarian or narcissistic practices; feedback mechanisms that allow
teams to express their perceptions of leadership and foster accountability.
Commitment to lifelong learning equips leaders with the capacity to implement
transformative initiatives and motivate teams to embrace innovation (Shahid, 2024, p. 3809).
The real challenge lies in balancing the dimensions of management and leadership. Without
management, inspiration is diluted by improvisation; without leadership, management becomes
a mechanical and dehumanized exercise. Tucker et al. (2024) cited in Lu (2025) say that
“transformation occurs when organizations recognize that things cannot continue in the old way
of operations and cannot achieve the business strategies required to succeed in fundamentally
different environments” (p. 20). Only the integration of both perspectives guarantees that
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organizations achieve their goals without sacrificing the well-being of their members or the
sustainability of their culture.
Reflection from professional practice
Positive leadership section
Terms like strategy, action, profits, stakeholders, shareholders, production, resources,
supply, and expansion are often linked to leadership (Marques & Dhiman, 2017, p. 8). Now you
will learn about the Problem Statement and Proposed Improvement Plan I presented at my
workplace with the objective of improving the outcomes of the whole community including
teachers, students and administrators.
Having noticed the necessities of my team before leading them made me the emergent
leader who encouraged people to change and developed skills that are the foundations of
transformational leadership. According to Northouse (2016), “transformational leadership
involves an exceptional form of influence that moves followers to accomplish more than what is
usually expected of them” (p. 161). I was promoted as a leader, but still I kept using the
Feedforward Interview (FFI) by listening to the members of the team with the objective of
fulfilling their needs. As Budworth & Latham (2025) explain “the FFI is rooted in positive
psychology, a branch of psychology that focuses on conditions that support the optimal
functioning of people, groups, and institutions” (p. 2).
Bilingual education has become one of the main challenges for schools in the 21st
century, as it involves not only teaching a second language but also the cultural and
pedagogical transformation of the entire educational community. Environmental factors to which
leaders are exposed significantly influence the acquisition and refinement of critical leadership
competencies (Mumford, Marks, Connelly, Zaccaro & Reiter-Palmon, 2000, p. 92). In this
context, my experience as an English teacher in the humanities and later as coordinator of the
bilingualism project at a school in transition to become bilingual allowed me to critically reflect
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on the initial weaknesses of the process and, at the same time, lead improvement initiatives that
generated tangible results.
In this segment I will evaluate my performance within this team, highlighting how
identifying problems, designing innovative strategies, and implementing cross-curricular projects
contributed to establishing a bilingual environment at the school. Following the declarations of
Northam, Hipps & Mbaye (2023), “leaders take risks and push the envelope to try to move the
organization beyond its own self-imposed boundaries” (p. 4). Through this experience, it is
evident that committed leadership and a passion for the language can become drivers of
change capable of transforming educational quality and propelling the institution toward
international standards.
Evaluation of the performance as part of a work team based on the theories studied
The transition of a school to a bilingual model represents an institutional challenge that
demands pedagogical coherence, high academic standards, and a teaching staff prepared to
respond to the demands of contemporary education. In this context, my work in the humanities
department and as an English teacher in grades six through eleven was defined by a critical and
reflective approach to the teaching and assessment practices being implemented. As Agaga et
al. (2025) state, “transformational leaders should provide a vision that paints a bright picture of
the future for their followers” (p. 9).
My experience allowed me to recognize that, beyond the institution's commitment, there
were structural limitations that compromised the quality of the bilingualism process. The thesis
that will guide this evaluation argues that my main contribution consisted of identifying these
weaknesses and proposing alternatives aimed at raising the academic and pedagogical level of
the school.
Problem Statement
During my teaching career, I observed that the methods used to teach and assess
English did not meet the established national standards for second language acquisition. Most
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of the students showed a significant delay in developing communicative skills, revealing a gap
between institutional objectives and actual results. This difficulty was compounded by the lack of
preparation among the teaching staff. Several English teachers lacked the necessary linguistic
and methodological skills to guide students through a solid and progressive learning process.
This situation created a vicious cycle in which deficient pedagogical practices perpetuated
academic underachievement, jeopardizing the credibility of the bilingual program and the
students' holistic development.
Proposed Improvement Plan Based on Change-Oriented Leadership
Quaquebeke & Gerpott (2023) explain that “change-oriented leadership functions refer to
formulating an attractive vision for employees, charismatically spreading enthusiasm and energy
among followers, or initiating change” (p. 267). Given the evident lack of linguistic and
methodological preparation among several English teachers, my efforts focused on finding
concrete solutions to strengthen the bilingual program.
First, I worked with the department head to redesign the institutional curriculum, aligning
the content and teaching strategies with national and international standards. This process
allowed us to rethink the learning sequence and establish clearer, more achievable objectives
for each grade level.
Additionally, I recommended a substantial change to the assessment system. The
existing exams focused almost exclusively on grammar and vocabulary, which limited the ability
to measure students' true progress in language proficiency. In response, I designed an
assessment model that integrated the four communicative skills: listening, speaking, reading,
and writing, thus ensuring a more comprehensive and realistic evaluation of language
proficiency levels.
Budworth & Latham (2025) assure that “appreciative inquiry is often used to initiate
organizational change efforts where dialogue about an organization’s strengths uncovers
untapped potential sources of innovation” (p. 2). Therefore, this model was shared with the
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language department team to reach a consensus and promote assessment practices more
aligned with the nature of second language learning.
In summary, my improvement plan not only sought to address the weaknesses
identified, but also to offer practical tools so that the teaching team could improve their
performance and contribute effectively to the transition process towards bilingualism.
Achievement
The implementation of the improvement plan had a significant impact on the institution
and on my own professional development. In recognition of the initiative and the results
achieved, I was promoted to bilingualism project coordinator. This new role allowed me to more
directly lead the transformation of the school, bringing together the teaching team and guiding
our actions toward building a true bilingual culture.
One of the first steps was to work on institutional cultural integration, understood as
incorporating English into the daily life of the school community. To this end, we designed
practical strategies that extended beyond the classroom. We taught basic English commands to
teachers in other subject areas and even extended this practice to the woman in charge of the
school cafeteria, so that daily interactions, from classroom instruction to conversations in the
cafeteria, would become learning opportunities. This approach allowed English to cease being
perceived solely as a subject and begin to solidify as a regular means of communication within
the institution.
Consequently, the achievement was not limited to my promotion but translated into a
tangible cultural change. The school began to experience a transition from Transactional
Leadership, defined by Rockwell (2021), “as management by exception” (p. 2) to
Transformational Leadership, which according to Rockwell (2021), “is concerned with
developing the follower and allowing discourse for change” (p. 2). As a result, bilingualism
started to be perceived as a collective project, in which each member of the educational
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community had an active role in building a more inclusive environment consistent with the
institutional objectives.
Project Implementation and Consolidation Plan
Alavi et al. (2018) cited in Agaga et al. (2025) debate that “transformational leaders can
reduce their followers’ levels of uncertainty and anxiety” (p. 9). Coordinating the bilingualism
project allowed me to apply a positive leadership and design and implement a comprehensive
plan that aimed to move beyond teaching English as an isolated subject and make it a cross-
curricular element of school life. I was, as Riaz, Shinwari, Khan, Jamil & Khurshid (2025)
suggest to the leader of an institution to be, “committed to the success of the organization rather
than personal gain” (p. 2608).
First, I spearheaded a cross-curricular project in which other subjects, such as natural
sciences, technology, arts, and physical education, began to be taught in English. To ensure the
quality of this process, I organized training sessions for teachers so they could gain confidence
and assurance when using the language.
Bresciani et al. (2021); Ferreira et al. (2019); Leso et al. (2023) cited in Bevilacqua,
Masárová, Perotti & Ferraris (2025) discuss that “Digital Transformation (DT), led by the rise of
digital technologies, has embodied a revolutionary change affecting all sectors and companies”
(p. 2900). Thanks to the existing contract with the publisher of the textbooks, I managed training
programs that offered courses in technology, pedagogy, and especially in the CLIL (Content and
Language Integrated Learning) approach. This allowed teachers in non-linguistic subject areas
to naturally incorporate English into their classes. Furthermore, it opened the possibility for
language teachers to take international exams such as IELTS, Cambridge FCE, and TKT, thus
strengthening their professional profile and raising the academic level of the institution.
The plan also included cultural and community initiatives. In collaboration with the arts
and movement department, I proposed holding bilingualism festivals, which not only promoted
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language practice in a creative and festive environment but also served to raise funds for
improving the school's infrastructure.
Finally, I extended the project's impact to the students, who had the opportunity to take
the Cambridge FCE international exam and participate in international exchanges. One of the
most significant milestones was organizing a cultural exchange camp on Victoria Island,
Canada, where I led a group of twelve students from the school. This experience not only
strengthened their language skills but also allowed them to experience bilingualism as a cultural
and social reality.
Taken together, these actions consolidated the bilingualism project as a comprehensive
process encompassing curriculum, assessment, teacher training, institutional culture, and
international experiences, generating a lasting impact on the educational community.
Results Reached
The implementation plan and actions undertaken with the bilingualism team generated tangible
progress at the institution. First, a significant improvement was achieved in the subject's
achievement indicators, reflected in the stronger development of students' communicative skills.
Thanks to the constant commitment and dedication to the project, the institution advanced in its
bilingual certification process, consolidating its academic credibility.
One of the most significant results was the level achieved by students upon completing eleventh
grade: the majority obtained B2 and C1 level certifications according to the Common European
Framework of Reference for Languages (CEFR), surpassing the national average. This
achievement not only demonstrated the effectiveness of the project but also the institution's
capacity to offer internationally competitive education.
Furthermore, the bilingual environment established at the school extended beyond the
classroom and permeated the daily life of the educational community. A passion for the
language became a driving force that attracted more families, which in turn spurred the
expansion of the school facilities and strengthened the school community. As mentioned in
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Morelos-Gómez et al. (2023) cited in Agazu, Kero & Debela (2025), “Innovation in organizations
in a global context, making an emphasis on the benefits and contributions of the innovations as
a strategic purpose for the competitiveness of the companies” (p. 2). Consequently, bilingualism
ceased to be a distant goal and became an institutional reality that generated prestige, trust,
and sustainability.
Bevilacqua, Masárová, Perotti & Ferraris (2025) assert that “the ability to analyze data critically
and accurately, extract relevant insights, and translate them into strategic actions is crucial for
top managers' leadership” (p. 2914). Therefore, my performance within the bilingualism team
was distinguished by a critical, proactive, and committed attitude toward educational
transformation. Porfírio et al. (2021) cited in Bevilacqua, Masárová, Perotti & Ferraris (2025)
posit that “top managers are responsible for steering and harmonizing the myriad organizational
and operational changes” (p. 2914). From identifying initial weaknesses to implementing a
comprehensive improvement plan, my work was always focused on finding solutions that would
raise academic standards and consolidate a true bilingual culture within the institution.
From the point of view of Riaz et al. (2025), “organizational success in the corporate world is
thus seen as the achievement of goals while simultaneously attending to employee needs” (p.
2610). The results achieved—improved communication skills, bilingual certification, students
graduating with B2 and C1 levels, and the growth of the school community—demonstrate that
consistent transformational leadership, effort as well as passion for the language can generate
structural and sustainable changes. Beyond the indicators, the most significant achievement
was transforming bilingualism into a daily experience, shared and celebrated by the entire
school community.
In this regard, my performance not only contributed to meeting national and international
standards, but also left a legacy of innovation, leadership, and commitment. As stated in Hall,
Johnson, Wysocki, Kepner, Farnsworth & Clark (2019), “managers with idealized influence can
be trusted and respected by associates to make good decisions for the organization” (p. 2). The
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experience taught me that the true impact of an educational project lies in its ability to inspire
others, transform the institutional culture, and broaden horizons that allow students and
teachers to experience bilingualism as a tool for personal and collective growth.
Final Remarks
The transition to bilingualism at the institution was a challenge that demanded vision,
leadership, and commitment. My performance within the team was characterized by the ability
to identify initial weaknesses—such as a lack of teacher preparation and inadequate
assessment methods—and transforming them into opportunities for improvement through
concrete and sustainable proposals.
My promotion to the position of bilingualism project coordinator allowed me to
consolidate a comprehensive implementation plan that encompassed curriculum, assessment,
teacher training, institutional culture, and international experiences. The results achieved—
students graduating with B2 and C1 levels, bilingual certification for the institution, cultural
festivals, international exchanges, and a school environment where English was a daily reality—
demonstrate that consistent effort and a passion for the language can generate a profound
leadership and lasting impact.
Connolly and Farrier (2021); Demirtas (2020) cited in Riaz et al. (2025) concur that
“leadership styles like ambidextrous, transformational, paradoxical, charismatic, and authentic
reflect a balanced concern for both organizational goals and employee welfare” (p. 2610).
Beyond academic indicators, the true achievement was establishing a bilingual culture that
strengthened the school's identity and attracted new families, fostering the growth of the
educational community and most importantly, the personal and professional development of all
members of the team. My performance, therefore, not only contributed to meeting national and
international standards but also left a legacy of innovation, leadership, and commitment that will
continue to inspire the institution on its path to excellence.
Negative Leadership Section
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Following the declarations of Udchachone, Udin & Zumitzavan (2025), “toxic leadership
often remains under-acknowledged in practice due to power dynamics, performance results, or
cultural norms that normalize abusive behaviors” (p. 3). In my professional practice, I have
observed how negative leadership can deteriorate the work environment and limit the potential
of teams. On the authority of Berzosa & Ganguly (2025), “toxic leadership refers to a pattern of
destructive behaviors and dysfunctional personal characteristics exhibited by individuals in
leadership positions that inflict serious and enduring harm on followers, organizations, and non-
followers alike” (p. 888).
On one occasion, a leader focused exclusively on meeting short-term indicators exerted
constant pressure on their team members, neglecting their emotional and professional needs.
Although immediate objectives were met, the atmosphere became hostile, motivation
decreased, creativity was stifled, and trust eroded.
This example reflects what Whicker (1996) and Schmidt (2008) call toxic leadership. On
one hand Whicker (1996) cited in Akinyele & Chen (2024) described toxic leadership as
“damaging leadership behaviors that destroy employees” (p. 479). On the other hand, Schmidt
(2008) cited in Akinyele & Chen (2024) referred to toxic leadership as “leaders who show
intense emotions in an unpredictable manner” (p. 479). My experience confirms the perspective
that when leadership is reduced to pressure and control, achievements become empty victories,
incapable of lasting impact. The real challenge lies in balancing high expectations with care,
preventing authority from becoming a source of organizational toxicity.
Management is primarily concerned with the attainment of measurable outcomes,
ensuring that subordinates effectively complete designated tasks. Leadership, however, is
oriented toward the pursuit of a broader vision (Northam, Hipps & Mbaye, 2023, p. 4). The
difference between a leader and a manager is essential: the former mobilizes emotions and
builds culture, while the latter ensures the efficiency of processes. However, both roles
complement each other and must be integrated to achieve sustainable organizations.
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Positive leadership transforms the organization provided that it implements achievement-
oriented leadership. According to Kim et al. (2018) cited in Riaz et al. (2025), “achievement-
oriented leadership is characterized by setting high goals, establishing challenging standards,
and motivating individuals or teams to reach their full potential through goal attainment” (p.
2610). It inspires trust, fosters innovation, and promotes the personal and professional growth of
teams. Its impact transcends immediate results and strengthens institutional identity.
On the contrary, as indicated by Udchachone, Udin & Zumitzavan (2025), “toxic
leadership has been consistently associated with severe negative outcomes at both the
individual and organizational levels” (p. 4). Negative leadership deteriorates the work
environment; it creates toxic atmospheres, erodes trust, and limits creativity. Although it may
achieve short-term goals, it does so at the expense of organizational cohesion and
sustainability. The paradox between leader and manager. The title of "leader" does not always
guarantee a positive impact, nor does that of "manager" imply rigidity. True value lies in how
influence is exerted over others.
CONCLUSIONS
Leadership is, in essence, a force that shapes collective destinies. It is not limited to
resource management or goal achievement; it is the ability to transform human energy into
culture, identity, and purpose. Where a leader inspires, creativity and trust flourish; where a
leader oppresses, motivation and cohesion wither.
The difference between leading and managing, between transforming and transacting, is
not a technical detail, but a matter of legacy. Positive leaders leave lasting imprints on the
memory of their teams and the history of their institutions. Negative leaders, on the other hand,
create scars that take time to heal and can compromise the future of the organization.
Transformational leadership elevates and mobilizes people toward a higher purpose, while
transactional leadership ensures the achievement of immediate goals through rewards and
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punishments. Both styles can coexist, but the transformational approach offers a deeper and
more lasting impact.
Ultimately, true leadership is not measured by the goals achieved, but by the
atmosphere created and the impact left on people. An organization that balances the manager's
efficiency with the leader's inspiration, that combines the transactional with the transformational,
becomes a space where outcomes and welfare go hand in hand. That is the leadership that
transcends, the one that builds the future, the one that leaves a legacy, the one that transforms
management into humanity. Organizations must foster leaders capable of integrating a
transformational vision with efficient management. Only in this way can strong, ethical, and
sustainable institutions be created.
Conflict of Interest Declaration
The author declares that there is no conflict of interest related to this research.
Authorship Contribution Declaration
Elvis Humberto Tabares Quintero: conceptualization, visualization, drafting of the original
manuscript, review, and editing.
Declaration of Artificial Intelligence Usage
The author declares that artificial intelligence was used as support for this article, and
also notes that this tool in no way replaces the intellectual task or process. After rigorous
reviews with different tools confirming that there is no plagiarism, as evidenced, the author
states and acknowledges that this work is the result of their own intellectual effort, and has not
been written or published on any electronic platform or AI platform.
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