Dr John Parsons
Head of Academic Music, Wimbledon High School
22 June 2026
We often find ourselves reaching for musical idioms. Some days we ‘sing from the same hymn sheet’, ‘hit the right note’ or ‘strike a chord’ as we ‘pull out all the stops’; on other days, we might need to ‘face the music’ and that uneasy sense of ‘discord’ in our teams. As a musician, I know that resonance isn’t just about physical sound waves – it’s about a connection between musician, instrument and listener: that moment when a note vibrates through the air at exactly the right frequency and stirs something deep within our auditory system, our bodies, our souls. The metaphor-rich idea of leadership resonance, then, is fascinating; a leadership style that focuses on compassion, create positive emotional connections, fosters a sense of purpose, and inspiring those we lead to achieve a shared vision.
This concept is explored in the work of Annie McKee, Richard Boyatzis, and Frances Johnston in Becoming a Resonant Leader (2008). They show that emotionally intelligent leaders create environments in which people feel seen, heard, and are inspired to improve. They argue that resonance isn’t a trait but a practice that requires leaders to work on self-awareness, empathy, and a commitment to renewal, as well as emotional intelligence (understanding and managing their own energy, internal responses & moods) and social intelligence (understanding how they interact with others). When leaders model emotional intelligence – self-awareness, empathy, and optimism – they invite others to do the same. Leadership resonance is an idea which challenges us to think about the quality of our relationships with others and with ourselves, and about the place of compassion in our working relationships.
We don’t often come across discussion of compassion in leadership literature, but it is, after all, central to what it means to be human. We all need people who are genuinely interested in, and enthusiastic about our development and who know us well enough to tell us the truth with candour and care, come what may. In this model, appraisal and professional development conversations are emotionally intelligent and values-driven, with feedback framed in ways that affirm identity and inspire growth rather than triggering defensiveness or fear. Even tricky feedback lands differently, as it is as much about how it is said, within the context of a trusting relationship as it is about what is said. Appraisal becomes a mirror, not a magnifying glass. Resonant leaders use appraisal frameworks and conversations to connect emotionally, asking: ‘How are you feeling about your practice?’ or ‘What’s been energising or draining you this term?’ and ‘Who could you be if you were at your very best?’ Resonant leadership has the potential to turn appraisal into affirmation and feedback into fuel.
A leader’s mood and behaviour ripple through an organisation like sound waves through a concert hall. In schools, a stressed or disengaged leader can create anxiety and resistance, while a hopeful, positive leader fosters trust and motivation. McKee and her co-authors emphasise that resonance is sustained through intentional reflection and emotional renewal. For school leaders, this means carving out time to recharge and reconnect with their purpose. When leaders do this, they model the very growth they seek to inspire.
The leadership resonance model invites school leaders to see themselves as stewards of emotional energy – their own and that of others. Like great music, its impact is felt long after the final note.