Gratitude: A Leadership Practice That Shapes Educators and the Future

by Marlene Lawrence-Grant

November is Gratitude Month at The Worthy Educator!

"Teaching is among the most hopeful acts in our society. Gratitude is the leadership posture that sustains it."

There is a moment in every practicum cycle when I witness something extraordinary: student-teachers move beyond observing classrooms and step fully into their roles as educators. Their voices are steady. Their confidence expands. They begin to understand that teaching is not only the delivery of knowledge but also the shaping of lives.

This transition is not accidental. It is nurtured. It is mentored. And most importantly, it is led with gratitude—a quiet force that, though often overlooked, has the power to transform the landscape of teacher education.

Gratitude is not sentimentality; it is a strategic leadership discipline. It sharpens focus, strengthens resilience, and builds cultures where excellence flourishes. Research affirms its impact: gratitude enhances well-being, motivation, and professional growth (Emmons & McCullough, 2003; Bono et al., 2019). In teacher preparation, it is not only beneficial, it is foundational.

Seeing Deeply: Gratitude as Leadership Vision

To lead educators is to see beyond the moment to witness not only who student-teachers are, but also who they are becoming. Gratitude trains the leader’s eye to notice:

• The student-teacher who revises a lesson long after school ends

  
  

• The mentor teacher who models patience and professionalism

  
  

• The school leaders who open their doors to new educators

  
  

• The student whose curiosity reminds us why this work matters

Leadership begins with seeing, and gratitude clarifies sight.

Fredrickson’s broaden-and-build theory confirms that positive emotions expand thinking and strengthen resilience (2001). In practice, student-teachers who experience gratitude are more confident, reflective, and adaptable.

Gratitude Builds Cultures of Excellence

Gratitude builds cultures of excellence by cultivating—and not demanding—high performance. When gratitude is foundational, teams become stronger, more collaborative, and deeply aligned with their mission. Research shows that leaders who consistently practice gratitude elevate motivation, trust, and overall performance within their teams (Algoe, 2012). In the context of teacher preparation, this translates into student-teachers feeling safe to take risks and stretch their abilities; mentor teachers feeling genuinely recognized and supported; universities and schools forming true, mutually respectful partnerships; and standards rising because they are grounded in belief and respect, not pressure. Gratitude does not dilute expectations—rather, it heightens commitment and strengthens the drive for excellence.

Legacy and Leadership Through Gratitude

Legacy and leadership in teacher education are rooted in gratitude, because the work we do today reaches far beyond the present moment. Preparing teachers is generational labor: we shape the educators who will guide children, strengthen communities, and influence the future of our nation. Gratitude becomes a compass in this process, orienting leaders toward appreciation, humanity, and purpose. When leaders intentionally practice gratitude, future educators learn to lead with empathy and a deep respect for the students entrusted to them. Classrooms become places where dignity, belonging, and emotional safety are not aspirations, but daily realities. Schools evolve into communities characterized by trust, collaboration, and shared commitment to growth and excellence. Gratitude also sustains resilience, transforming it from an extraordinary trait into a professional expectation—one reinforced through support, acknowledgment, and authentic care rather than pressure or fear.

The true impact of gratitude-led leadership is often unseen yet undeniably powerful. Many of the students who will one day sit in these teachers’ classrooms will never know the programs, mentors, or leaders who helped shape their teachers’ philosophy. But they will feel the effects in the patience they experience, the encouragement they receive, the confidence they build, and the sense of worth they carry forward. That is how gratitude echoes across generations.

That enduring influence is a legacy.

That quiet empowerment is leadership.

And that transformational ripple effect is gratitude in action.

Leading With a Grateful Vision

I am grateful for this work—for the privilege of shaping future educators, partnering with mentors, and observing each new teacher rise into their calling. Leadership in practicum is not only administrative; it is aspirational and deeply human.

Gratitude grounds us.

Gratitude sustains us.

Gratitude moves us and our profession forward.

May we continue to lead with eyes tuned to potential, hearts attuned to gratitude, and voices ready to affirm courage and growth.

For when we do, we prepare not only teachers—we prepare shapers of the future.

References

Algoe, S. B. (2012). Find, remind, and bind: The functions of gratitude in everyday relationships. Social and Personality Psychology Compass, 6(6), 455–469.

Bono, G., Reil, K., & Hescox, J. (2019). Stress and well-being in first-year teachers: The benefits of gratitude. School Psychology Quarterly, 34(1), 132–146.

Chan, D. (2013). Gratitude, gratitude intervention and subjective well-being among Chinese school teachers. Educational Psychology, 33(4), 451–469.

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.

Dr. Marlene Lawrence-Grant is the Practicum Coordinator, Head of Practicum, and Chairman of the Practicum Board at The Mico University College, where she leads transformative initiatives to bridge the gap between academia and industry. Throughout her career, she has made significant contributions in teacher training, and she is currently developing The TRAIL Model Transformative Leadership Framework for publication. You can contact her via email here.

-------------------

AVAILABLE NOW!

THE PERFECT RESET TO A CAREER AND A LIFE OF GRATITUDE!

Just published by The Worthy Educator Press!

School Seasons xSELeratED:

A Year of Community and Collective Growth for Educators, written by our

Team xSELeratED: Leigh Reagan Alley,

Heather Lageman & Walter McKenzie

A a monthly guide of reflexive practices that span the entire school year, designed not to be something extra, but as an essential companion for educator well-being, growth and fulfillment!

SEL culture, and instructional routines can work together as mutually reinforcing practices, and this is your companion to make it happen! School Seasons xSELeratED offers month-by-month playbooks aligned to our xSELeratED Schools Framework, pairing ready-to-use micro-moves with gentle, human-centered rituals that protect your energy while building your momentum!

Get Your Copy!