From Authority to Influence : How Leadership Power Has Shifted in IB Education

With over two decades in international education, Shilpa Dholakia has witnessed and guided this transition firsthand. From leading IB start-ups to mentoring educators through high-stakes evaluations, her approach reflects a shift from directive leadership to influence-led stewardship. Grounded in inquiry, collaboration, and emotional intelligence, she offers a thoughtful perspective on how IB leaders can build resilient, future-ready schools in an era where culture matters as much as compliance.

Q: Leadership has traditionally been associated with positional authority. In your experience within IB schools, how has the nature of leadership power shifted over the years?

A: Over the years, I have observed that power is frequently equated with positional authority, dictating from the upper echelons. We now see that power pertains to relational influence, extending from a commander to a curator, fostering an environment where the team feels secure to develop and innovate.

Q: You’ve worked extensively across IB PYP, MYP, and DP ecosystems. Where do you see influence today carrying more weight than formal authority in driving school culture and outcomes?

A: The one thing that I have observed over the years is that the individual’s capacity to effect positive change is not always enforced by a leader. For instance, a teacher who has been employed in the organization for over a decade and mentors all employees has a significant impact. In the instance of instructing teachers to adhere to inquiry in the classroom, a facilitator demonstrates the extent to which inquiry has revolutionized the learning experience in her classroom; others will follow suit. It is the influence that drives culture. Consequently, I have observed that during crises, the individuals generally consult tech-savvy instructors, veteran librarians, or empathetic counselors, rather than the individual in the largest office.

Q: IB leadership often involves guiding change without direct control over pedagogy, inquiry models, or mindset shifts. How have you personally navigated this transition from directive leadership to influence-led leadership?

A: During my tenure in leadership roles, I came to the realization that sustainable results were achieved by refraining from employing secure options, such as top-down approaches, and instead becoming a catalyst for empowered learning. I would enter classrooms and demonstrate a lesson, or, if I were to examine a unit, I would request that all instructors participate and provide their feedback. Throughout the years, my education has been centered on personal development rather than academic achievement. ‘Influence-based leadership is inquiry-based learning that is applied to adults,’ as one individual has stated.

Q: As schools move towards inquiry-based learning, student agency, and global citizenship, how must leadership styles evolve to truly support these values rather than merely mandate them?

A: As previously mentioned, the transition from directive leadership to influence-led leadership.  Frequently, you find learners depend on their instructors to identify and advocate for their needs to administrators and other higher-ups, as evidenced by observation. Therefore, educators can more effectively comprehend and advocate for the needs of students to those in positions of authority when they exhibit the Learner profile attributes, which are centered on listening to learners and genuinely valuing their input.

For instance, when I was accountable for coordinating professional development for my instructors, they had the freedom to choose their PD and determine how they want to learn, while I merely provided the requisite resources. Nevertheless, I am of the opinion that in order to advance IBL, SA, and GC, it is imperative that we continue to evolve, adapt, and reevaluate our strengths and limitations, and make the necessary adjustments. The title “values” is insufficient unless the instructors are confident that they can employ it without incurring consequences.

Q: Many education leaders struggle to balance compliance, innovation, and well-being. What leadership anchors have helped you stay aligned to purpose while navigating institutional demands?

A: Robust evaluation supports me through these challenges. Setting benchmarks within the action plan initiated. Collect data frequently to monitor the progress, engage with various stakeholders to foster transparency and highlight equity gaps, react with targeted intervention and professional coaching, and most of all, celebrate team success and acknowledge individual contributions. By measuring impact and iterating regularly, we ensure initiatives translate into lasting benefits for all.

Q: Looking ahead, how do you believe leadership power in IB education will continue to evolve over the next decade—and what capabilities will future IB leaders need most?

A: Leadership power in International Baccalaureate education is shifting from a hierarchical, command-and-control model towards distributed, agile, human-centric leadership. This will foster a culture of learning and growth within the organization.

Q: Finally, what advice would you offer to emerging IB leaders who are stepping into roles where influence matters more than authority?

A: Allowing an emerging leader to take the initiative and have a go at guiding other people in the flow of work. Another important thing is to admit if you’re wrong, because when you share your vulnerabilities, you open the door to trust, and this will give them more confidence to become risk takers and take ownership of their learning.

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