What are the EBTD Leadership Behaviours?

They are ten evidence-informed behaviours that define effective, compassionate and transformational school leadership in Bangladesh. They guide how EBTD trains and supports leaders at every stage of their development.

Who are these leadership behaviours for?

They are designed for school leaders, aspiring leaders, teacher coordinators and anyone supporting teaching and learning in Bangladeshi schools.

Are the EBTD Leadership Behaviours a checklist?

No. They are not a checklist or assessment tool. They are aspirational principles that support growth, reflection and professional development.

Why are these behaviours important for Bangladesh?

Bangladeshi leaders face unique challenges such as large class sizes, community expectations, limited resources and high workload. These behaviours provide a research-based roadmap for building stronger, fairer and more inclusive schools.

EBTD Leadership Framework

EBTD Leadership Behaviours

Turning global educational evidence into everyday leadership practice in Bangladesh, so that every school can become a safe, inclusive and high-impact place for children to learn.

Leadership as a Journey, Not a Fixed Trait

At Evidence Based Teacher Development (EBTD), we believe leadership is not a fixed trait but a continuous journey of growth, learning and service. Strong school leadership transforms teaching, strengthens school culture and improves the life chances of children across Bangladesh — but it develops over time, through practice, reflection and courage.

We recognise that leading a school in Bangladesh brings unique challenges: heavy workloads, diverse student needs, community expectations and limited resources. No leader has all the answers, and no one begins their career fully prepared. What matters is the commitment to keep improving.

The leadership behaviours below are not a checklist or a tool for judgement. They express the values we believe underpin effective, compassionate and transformational leadership — the kind that supports teachers, lifts students and strengthens entire school communities.

These behaviours serve as aspirational principles that guide how we at EBTD train, support and develop leaders at every stage of their journey. They reflect our mission: turning global educational evidence into everyday practice in Bangladesh and helping every leader grow in ways that create safe, inclusive and high-impact schools for all children.

Our Leadership Behaviours

Ten interconnected behaviours that define how EBTD understands, trains and supports effective school leadership in Bangladesh.

Self-Reflection and Understanding People

Effective leaders understand themselves and their team.

They recognise how their behaviour affects others and take time to understand each staff member’s strengths, challenges, motivations and development needs.

They build approachability and trust, encourage honest conversations, and use evidence and feedback to guide both their own growth and the growth of others.

They notice when staff feel anxious, overwhelmed or overlooked and respond with empathy and practical support. By knowing their people well, they create the right conditions for every teacher to thrive.

Integrity and Trustworthiness

Effective leaders act with fairness, transparency and consistency — even when decisions are difficult.

They communicate clearly, align their actions with their values, and always prioritise students’ learning, dignity and safety. Their integrity builds deep trust in diverse, high-pressure school contexts.

They do the right thing even when no one is watching, and they avoid shortcuts that undermine professionalism. Because people trust them, difficult conversations become easier and change becomes more sustainable.

Resilient and Adaptive Leadership

Effective leaders stay calm, constructive and solutions-focused when facing challenges.

Whether dealing with staff shortages, curriculum changes, inspections or sudden disruptions, they adapt plans using evidence, support staff through uncertainty and promote collective optimism.

When setbacks happen, they treat them as learning opportunities rather than failures. They encourage colleagues to persevere, experiment and grow rather than panic or blame. Their steadiness helps the school stay grounded even in demanding circumstances.

Impact Through Communication and Influence

Effective leaders communicate with clarity, empathy and purpose.

They tailor messages to different audiences, use evidence and modelling — not hierarchy — to influence practice, and actively listen to understand diverse perspectives.

They seek first to understand before being understood, explain the “why” behind decisions, and help staff see how changes will improve students’ learning. Through strong relationships and respectful dialogue, they gain genuine buy-in rather than forced compliance.

Leading Continuous Improvement

Effective leaders use a disciplined cycle of diagnosis, planning, implementation, monitoring and adaptation.

They protect time for teaching improvement, balance operations with strategy, and focus relentlessly on better teaching, culture and learning outcomes.

They make small, manageable changes rather than overwhelming staff with too many initiatives. They use evidence — not opinion — to guide decisions and adjust plans when something is not working. This steady, research-informed approach helps the school improve year after year.

Forward Thinking and Anticipation

Effective leaders notice emerging patterns early and plan proactively.

They track attendance, wellbeing, curriculum shifts, student needs and staff capacity, and use this insight to mitigate risks and turn opportunities into long-term gains.

Instead of waiting for crises to unfold, they prepare the school for what might be coming next. They encourage colleagues to look ahead too, building a culture that anticipates challenges rather than reacts to them. This future-focused mindset keeps the school steady and progressive in a fast-changing environment.

Accountability With Collective Purpose

Effective leaders set clear expectations and use accountability to build trust and improvement — not fear.

They monitor practice through evidence, make performance conversations developmental, and create structured opportunities for joint work and peer learning.

They challenge isolation, ego and unhealthy competition by modelling humility, fairness and transparency. They give staff the tools, training and time they need to succeed before holding them to account. Accountability becomes a shared responsibility where everyone works together to meet high standards for students.

Respect and Inclusive Leadership

Effective leaders treat all students and staff with dignity.

Across gender, faith, language, class and background, they notice who is being left behind and act to remove barriers to learning and participation.

They ensure every voice is heard, especially those who are often marginalised or overlooked. They challenge bias, encourage equitable opportunities and create environments where students and staff feel safe and valued. Inclusion is not an add-on; it is embedded in every decision they make.

Collaborative Partnership Building

Effective leaders build purposeful relationships within and beyond the school.

They work with teachers, parents, local communities, training partners and other schools, and design routines that make collaboration part of daily professional life, not an optional extra.

They encourage teamwork over competition and make sure successes and ideas are shared widely. They create time for joint planning, peer support and problem-solving so that improvement is collective, not isolated. Through strong partnerships, they multiply the school’s expertise and resources.

Leading by Example

Effective leaders model the professionalism, fairness, learning mindset and commitment they expect from others.

Their actions — not just their words — shape the culture of the school. They show consistency: the behaviour they expect on Monday morning is the behaviour they demonstrate themselves.

They display punctuality, preparation, respect and a willingness to learn from mistakes. By living the values of the school every day, they inspire others to do the same.

At EBTD, these leadership behaviours run through all our programmes — from introductory leadership training to advanced pathways and whole-school development work. They guide how we design our courses, how we work with schools and how we support leaders to turn global educational evidence into sustainable improvement in Bangladeshi classrooms.