Idealistic. Insightful. Organized. Compassionate. These sound like the characteristics of an effective school principal.  On the surface that may very well be true. However, to what extent to the qualities typically associated with an “INFJ” person translate to successful school leadership?

Readers are no doubt familiar with the Myers-Briggs Personality Types Index, which characterizes people according to 16 categories on the basis on where they fall on these continua:

• Introversion (I) vs Extraversion (E)
• Intuition (N) vs. Sensing (S)
• Feeling (F) vs. Thinking (T)
• Perceiving (P) vs Judging (J)

Some combinations are more common than others. The least common is INFJ, representing about 1% of the population.

Literature related to the Myers-Briggs Personality Types frequently makes connections to the careers most likely to appeal to each personality type. Recommendations for INFJs tend to be concentrated in two general areas:  service oriented and artistic.

While it is not out of the question for “School Principal” to appear on the list, there are certain aspects of this role that are at odds with the INFJ’s personality.

Research on school leadership typically cites a broad range of qualities that characterize a successful school principal. While such lists tend to be very general, they largely align with INFJ traits. In fact, many common INFJ qualities can make these people well suited for such a position. As in any situation however, there are components of the role that INFJs will find challenging. These can include things such as:

• Collaboration
• Team Building
• Community Relations

To the principal’s advantage, he or she has a degree of influence over how these things occur and can carry out activities in a fashion that aligns with his or her preferences.

However, there are times when that is neither practical nor possible.  Fortunately, one typical INFJ trait is the ability to build capacity in others.  The INFJ principal will characteristically have had the foresight to build a school team composed of people who possess the very traits he or she lacks.  Where a task calls for a skill set outside his or her comfort zone, there will be no hesitation on the principal’s part to expend some social capital and support others as they take the lead in that area.

One unavoidable task for any administrator is attendance and participation at a variety of meetings. From district planning sessions and administrative meetings to site based team meetings, this is simply an accepted part of the role.  INFJs will make their greatest contribution where meetings involve only small sub groups of individuals. In larger district-wide meetings, INFJs are likely to remain largely silent or offer a perspective only upon reflection. This can be problematic if the topic at hand requires an immediate decision by the group.

Effective school leaders are visionary, develop leadership capacity in others, are good listeners, and able to clearly articulate goals and expectations. These qualities are also descriptive of the INFJ personality type.  Positions that provide the opportunity to leverage these qualities toward the advancement of a good cause are sure to resonate with the INFJ leader.

As such, it may be no surprise to encounter them – quietly engaged – in roles related to educational leadership.