Name: Cornelia Adzo Agbemenya

Title: Principal - WASSCE

Organisation: Ghana Christian International High School

A school Principal with Christian Values who inspires a love for learning in children and young people.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Cornelia's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

One main thing that I find most challenging as an Educational Leader is maintaining personal resilience. The role demands long hours, emotional investment, and the ability to stay positive even during setbacks. Maintaining personal resilience and modeling this for the staff is essential. So this is how I try to address this challenge; I prioritize my well-being through regular professional development, peer networking, and personal reflection, which helps me stay effective and empathetic as a leader. This has worked for me so far.

2. How did you become an Educational Leader? Can you please briefly tell the story?

Alright, so I started as a French teacher back in 2013 at Ghana Christian International High School and I worked very hard in this role for about six years. Then the opportunity came for the role of Vice Principal and I was nominated and later chosen by the school board and Management for the role.

I worked for about another six years as Vice Principal and later in the early part of 2024, the opportunity presented itself again. There was the need for a Principal and this was how I was again nominated and later chosen by the board and Management for the position of school Leader (Principal)

3. How do you structure your work days from waking up to going to sleep?

(a) Morning Routine: Setting the Tone 4:00 am–5:00 AM: Wake Up and Personal Well-being. I do my quiet time and engage in mindfulness or a quick reflection to set a positive mindset for the day. 5:00–5:30 AM: Plan and Prioritize Review the day’s agenda, prioritize key tasks, and check for any urgent emails or messages. Ensure alignment with weekly or long-term goals.

(b) Workday: Leading and Managing 7:30–8:00 AM: Arrive at School & Touch Base Hold a brief check-in with key staff (e.g., vice-principal or administrative team) to address pressing matters. 8:00–11:00 AM: Focused Leadership Tasks Conduct classroom observations or teacher check-ins to ensure high-quality instruction.

11:00 AM–12:00 PM: Crisis Management & Administrative Tasks Address unforeseen issues (e.g., student behavior, operational challenges). Review and respond to emails, reports, and documentation. 2:00 pm–2:30 PM: Lunch & Informal Engagement Join staff or students for lunch to build rapport and maintain visibility.

3:00–4:30 PM: Meetings & Projects Lead or participate in staff meetings, professional development workshops, or curriculum planning sessions. 5:00 pm–5:30 PM: End-of-Day Wrap-Up Review the day’s progress, follow up on unresolved issues, and plan priorities for the next day. Walk the campus to connect with students and staff as they leave for the day.

(C) Evening Routine: Reflection and Recharge 7:00–8:00 PM: Family and Dinner Spend uninterrupted time with loved ones to recharge emotionally. 8:00–9:00 PM: Light Work or Reflection Address minor tasks or emails if necessary. Reflect on the day’s accomplishments and challenges, journaling key insights or ideas. 9:00–10:00 PM: Wind Down for Rest Engage in relaxation (e.g., reading). Ensure 7–8 hours of sleep to maintain energy and focus "

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

"The importance of active listening in building trust and fostering collaboration."

As educational leaders, we often feel the need to jump into problem-solving mode, especially when faced with pressing issues. However, a recent experience reminded me that truly listening—without interrupting or pre-judging—can lead to better outcomes than offering immediate solutions.

Example: Recently, a group of teachers approached me with concerns about a new grading policy. Initially, I felt tempted to defend the policy, as I knew the rationale behind it. Instead, I decided to listen without interjecting. As they shared their perspectives, I realized their frustration stemmed from a misunderstanding about how the policy aligned with student learning goals.

By actively listening, I gained insights into their concerns and was able to clarify and adjust the implementation process in a way that addressed their feedback. This not only resolved the issue but also strengthened our professional relationship. It was a powerful reminder that listening is not just about hearing words—it’s about understanding emotions, perspectives, and the underlying message.

Lesson Learned: Effective leadership isn't about always having the answers; it's about creating a space where stakeholders feel valued and understood. Active listening builds trust, encourages open dialogue, and often uncovers solutions that serve everyone better.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

"The Five Dysfunctions of a Team" by Patrick Lencioni Impact: This book transformed the way I approach leadership by teaching me the critical role of trust, communication, and accountability in building high-performing teams. Its engaging narrative and actionable insights resonated deeply, as it not only identified common challenges teams face but also offered practical strategies to overcome them.

The Story: Early in my tenure as an educational leader, I struggled with a staff dynamic where disagreements often went unspoken, leading to miscommunication and missed opportunities. Reading The Five Dysfunctions of a Team was a turning point. It helped me understand the root causes of our challenges—like the lack of open dialogue and shared accountability.

I started implementing ideas from the book, such as fostering trust through vulnerability. I initiated candid conversations during staff meetings, encouraged team members to express concerns openly, and modeled vulnerability by acknowledging my own mistakes. Over time, this built a culture of trust and openness. The team became more cohesive, decisions were made collaboratively, and we saw marked improvements in our initiatives and overall morale.

Lesson Learned: True leadership isn’t about directing—it’s about empowering others by creating a safe space for honest conversations, shared goals, and collective growth. This book remains a cornerstone of my leadership philosophy.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

"Lead with empathy and authenticity." The most effective leaders prioritize relationships and stay true to their values. Empathy allows you to understand and connect with the diverse needs of your students, staff, and community, while authenticity builds trust and credibility.

Why this matters: As an educational leader, you'll face complex challenges—conflicting opinions, difficult decisions, and moments of doubt. Leading with empathy ensures that people feel heard and valued, even when decisions don’t go their way. Authenticity helps you navigate these challenges with integrity, making it easier to earn respect and foster collaboration.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

"Transforming a Struggling Student Through a Team Approach" One of the most meaningful experiences in my journey as an educational leader involved a student named Jeremiah, who was on the verge of dropping out due to poor academic performance and frequent behavioral issues. Teachers were frustrated, Jeremiah felt misunderstood, and his family was losing hope.

What Happened: I decided to lead a collaborative effort to support Jeremiah, starting with an in-depth conversation with him. Instead of focusing on his mistakes, I asked about his interests, goals, and challenges. Jeremiah revealed that he loved technology and dreamed of becoming a game designer but felt school didn’t connect with his passions.

With this insight, we assembled a team of teachers, counselors, and his parents to create a personalized plan. We introduced project-based learning opportunities tied to his interests, like coding and graphic design, and provided mentorship from a local tech professional. At the same time, we addressed his behavioral challenges through regular check-ins, clear expectations, and positive reinforcement.

The Outcome: Within months, Jeremiah's engagement improved dramatically. His grades increased, and his teachers noticed a more positive attitude in class. By the end of the year, he was leading a group project on designing a video game prototype—a moment that brought tears to his parents’ eyes during a school presentation.

Why It’s Meaningful: This story reminds me of the power of seeing the potential in every student, even when it’s hidden behind layers of frustration and struggle. It reinforced my belief that leadership is about building systems and relationships that enable students and staff to thrive.

Lesson Learned: As educational leaders, we must create environments where students feel seen, heard, and supported. When we take the time to connect with their passions and build a team approach, we can unlock incredible transformations.