Breaking down successful leadership in dental hygiene education

As global attention on leadership in education grows, understanding leadership dynamics in dental hygiene education remains complex. This field is continuously evolving, with ongoing research in clinical procedures, oral pathology, systemic disease, patient care, and educational advancements. Additionally, staying current with developments in molecular biology and dental biomaterials is essential for shaping modern dental hygiene education. Dental hygiene curriculum is rigorous, and leadership must be able to delegate their faculty to develop top-notch educational programs. Colleges, universities, academic health centers, dental schools, and other schools that reward certificates or degrees in dental hygiene rely on leadership to formulate an evidenced-based curriculum around current topics and technology to prepare graduates to be competent upon graduation.

For leadership in dental hygiene education to thrive, it is essential to understand how faculty and students are influenced, as well as how leadership styles and traits impact success, mission fulfillment, and professional development. Effective leaders embody self-awareness, social skills, and emotional intelligence to guide both faculty and students. Reflection and responsiveness to their perceptions further strengthen leadership effectiveness. A strong leader upholds the institution’s mission, vision, and policies, ensuring faculty compliance while fostering an environment where students can grow. Leadership serves as the foundation, providing the structure and example needed for future dental hygiene professionals to succeed.

Defining leadership

Leadership is considered an ability, skill, and behavior that helps an individual or group conquer and achieve a goal or set of goals. Some individuals have the natural ability to lead, while others get better through learned experience, which can later direct their behavior and actions.¹ Understanding leadership styles and how they influence one’s followers is vital. Leadership can have a positive or negative impact on followers, which in turn can be the difference between success and failure.

Leadership styles

The way a leader behaves is defined by their own personal leadership style and personality. Leadership styles consist of Authoritarian/Autocratic, Bureaucratic, Democratic, Servant, Laissez-Faire, Transformational, and Transactional. All have positive attributes and negative aspects, and at times, leaders can be a blend of leadership styles. The key is to acknowledge how a leader will impact their faculty or students by understanding their leadership style and leadership traits. Understanding this will help leaders be conscious of what their followers may observe and feel. It is also important for faculty to review these leadership styles as well, to understand why a leader leads a certain way. Students will be able to carry out these applications when entering the work force, at times assisting with needed contribution regarding ideas for positive changes within their dental practices. Recent studies concluded that employee engagement is influenced by leadership styles.² It is also important to note that leadership styles can be affected by the situation.

Authoritarian/autocratic leadership promotes being in charge and tends to dictate and control, giving specific direction or orders for completion. Communication must be directed to the leader instead of between team members. Praise and constructive criticism are provided up front to facilitate growth, based on the leader’s own personal standards instead of objective criticism. This style can be considered negative at times and often fails due to lack of team involvement, but it can be beneficial when it comes to organization, efficiency, and structured goals.³ This style is typically not favored in academia, however, there are certain scenarios when this sort of leadership is needed in dental education. For example, should a medical emergency emerge during a clinical lab involving patient care, a leader is expected to act quickly, take immediate charge, and direct fast orders reinforcing set protocols. Authoritarian leadership style is appropriate in this case. However, this style isn’t great for other circumstances such as evaluating routine procedures and policies. For example, a department leader who does not take all followers’ feedback into consideration before revising or changing policies. The input of core faculty is imperative to make improvements; not involving them can set the department up for failure, causing resentment among faculty and promoting lack of respect.

Bureaucratic leadership rules are set on how work should be done through strict polices and procedures. Structure is based on hierarchical authority, with power communicated through titles and flowing from the top down. Input from the team is considered by the leader; however, if it does not validate university policy, suggestions may be declined. Rules are expected to be followed instead of making personal changes. This promotes a lack of motivation and opportunity for growth.⁴ Common in academia, bureaucratic leaders embrace set procedures and policies in curriculum for each department and accessible policies for the educational institution.

Academia puts this concept in place to establish structure and professionalism. Excessive abuse of power by any individual in a leadership role could damage the reputation not only of a department but the entire educational institution. Clear expectations of behavior with clear standards for students and faculty must be readily available, accessible, and reviewed. Department manuals for policies and procedures, handbooks, code of conducts, and mission and vision statements are created for this purpose. Courses such as dental hygiene practice management allow students to create practice manuals to contribute to this leadership style in private practice by reviewing the above standards.

Democratic leadership involves encouraging team members to do work on their own, which enhances personal creativity and determination. Leaders who prefer this style do not dominate, control, or view themselves better than their faculty. Leading by example, tasks are divided with shared authority. Communication and collaboration are welcomed and encouraged, ensuring everyone feels heard from all levels of the educational department. A supportive, nurturing nature and positive reinforcement are shown, advocating for the best outcome for everyone. This style is time consuming, but promotes unity and positivity, and is considered very effective and highly motivational.³ Democratic leadership is strongly favored in academia, and faculty tend to stay for an extended period under these leaders. Students who help enforce this type of leadership in a professional setting unite their teams.

Servant leadership, introduced by Greenleaf in 1970, emphasizes that leadership exists to serve others—employees, customers, and communities. This approach, which prioritizes the well-being of team members over that of the leader, has gained scholarly attention since 2010.⁵ Servant leaders lead by example, inspire others, and support individuals in reaching their full potential. While high ethical standards, integrity, and strong values are essential, this leadership style may not be effective in highly competitive environments where strict deadlines must be met. In academia, faculty-student interactions reflect servant leadership principles. Dental educators should adopt this approach in their teaching, ensuring that faculty prioritize student success by providing guidance, resources, and adaptable learning opportunities without judgment of individual learning styles. Department leaders are responsible for fostering this supportive environment and reinforcing the mission of education as a service. Department leadership is accountable to properly recruit all faculty with teaching assignments that reflect standards of their program's dental accreditation standards by carefully reviewing educator credentials. Ethically serving the students with proper delivery of course content, thus teaching, guiding, and providing all necessary tools for student success.

Recent research has indicated that students need increased practical knowledge, strengthening health-care education with blended learning. Current leadership should ensure all faculty reflect this concept by incorporating technology videos, digital resources, and gravitating to current adult learners, along with in-person direction for students who respond best to hands-on learning applications.⁶ Faculty promoting pessimistic characteristics, stagnant teaching, or putting personal emotions over serving students will cause strife and create barriers affecting student success. Competitive behavior among staff should be halted and discouraged. Faculty should support each other, leading students by example, showing them how to interact in a professional setting upon graduation. Dental hygiene is considered a profession that serves the community and always puts the patient’s best interests first. Students will carry out servant leadership as they serve the community in the professional world.

Laissez-faire leadership involves the leader providing the necessary tools, but minimal encouragement or direction. Faculty under this leadership style have extreme freedom and personal creativity. One might consider a laidback environment positive, but due to lack of structure without expectations, success is not common here due to lack of structure or motivation.^2,3 This style is considered ineffective in academia and does not work well in a dental professional setting.

Transformational leadership aims to inspire faculty to reach their highest potential while fostering personal growth. When implemented in a supportive environment built on competence and trust, it can be highly effective. However, faculty must prioritize the advancement of their educational institution over personal aspirations.^2,7 This leadership style aligns with servant leadership, encouraging both faculty and students to exceed their own expectations. In dental hygiene, professionals thrive under supportive mentorship from doctors who teach, guide, and empower them to excel. While patient care and practice operations remain the top priorities, hygienists are also encouraged to pursue their professional growth and personal goals.

Transactional leadership involves setting clear, concise roles, expectations, and assignments. This style consists of a give-and-take relationship, with rewards or incentives given for work completed, but promotes lack of innovation.^2,7 We do see this in private practice with productions goals, but it can interfere with putting the patient first, and at times pushes hygienists away from the practice.

Leadership traits

A leader’s personality affects how they lead and how their followers perceive them. Leadership traits are essential to the faculty’s success. Strong, positive traits such as integrity, honesty, compassion, competence, and approachability allow followers to gravitate toward a leader and feel secure about their guidance. By contrast, negative traits such as detachment, dishonesty, lack of compassion, and incompetence will divide followers and disconnect faculty from work and goals. Effective leaders often exhibit self-awareness, motivation, empathy, strong social skills, and high emotional intelligence.

Current trends, topics, and education

Leadership in dental hygiene education requires staying current with emerging trends, equipment, and advancements in curriculum. As the field evolves, leaders must adopt new approaches to budgeting, research, and structured growth. Regularly integrating new scientific data and advanced technology is essential for delivering safe, evidence-based care.

Adapting to new literature and ethical care standards is crucial, as is recognizing generational shifts in learning styles. Effective leaders embrace innovation, continuously update their knowledge, and support faculty in applying diverse teaching methods with patience and flexibility.

Leadership in dental hygiene education is a lifelong commitment to learning.⁸ Continuing education and regular literature reviews ensure faculty and students provide the most up-to-date patient care. Graduates, in turn, carry this ethical obligation into their careers—introducing current trends, promoting literature review, and guiding practices toward evidence-based care.⁹

Promoting cultural diversity

Increased cultural diversity makes leadership more effective and demonstrates unity. It promotes a welcoming environment and collaboration, resulting in successful strategies for improvement. Embracing differences in language, religion, gender, and age in working environments creates rich, insightful ideas due to different backgrounds, cultures, and experiences. Recent research indicated educational institutions that advanced with strategic plans to expand cultural diversity have been highly effective with acceptance, performance, and enrollment.¹⁰ Cultural diversity is a valuable asset, and students should strive to work in an office that understands the benefits of a diverse staff and patients.

Flourishing under good leadership

Respected faculty who are treated well often exhibit a stronger work ethic and higher-quality performance. When faculty feel valued and supported, they thrive professionally. Competitive pay reinforces appreciation, fostering job satisfaction and motivation. Clear expectations, structured deadlines, and strong leadership help both faculty and students achieve their goals.

Leadership sets the tone, modeling integrity, ethical standards, and approachability—qualities that encourage mutual respect among faculty and students. This positive energy extends into clinical education, influencing patient care, decision-making, and professional interactions after graduation.

Studies show that students respond best to environments built on respect, trust, and approachable professionalism.¹¹ These qualities shape their expectations for workplace relationships after graduation. In dental practices, mutual respect between hygienists and doctors is essential. Hygienists expect fair compensation, while doctors rely on hygienists to uphold excellent patient care and ethical standards—creating a balanced, professional partnership.

Emotional intelligence

Effective leadership embraces constructive criticism from both faculty and students. Leadership should actively promote faculty and student evaluations, encouraging open communication without fear of repercussion. Providing evaluation tools, such as leadership questionnaires, allows for structured feedback.¹² Student evaluations should be conducted electronically via email, ensuring privacy, protecting faculty, and complying with student rights.

Faculty should welcome student feedback as a means of continuous improvement, recognizing that student input is not just beneficial but essential. To foster growth, leaders must set aside defensive reactions and remain open to recommendations.¹³ Emotional responses should not interfere with decision-making. Leadership should also seek input from core faculty members who implement daily tasks. Excluding faculty from decision-making can lead to resentment, reduced respect for leadership, and overlooked key details.

Strong interpersonal skills and a genuine desire to support others are essential for effective leadership. Leaders should be confident and decisive without hostility. Research suggests that successful educational institutions achieve their goals through leadership that integrates emotional intelligence and strong interpersonal skills.¹² Clear expectations help guide and unify workplace behavior. Team-building efforts and workplace relationships thrive under emotionally intelligent leadership.^14,15 Likewise, dental offices should encourage teamwork and be receptive to staff feedback. Staff evaluations are a valuable tool for ensuring employees feel heard and appreciated.

Conclusion

Leadership in dental hygiene education is built on relationships between faculty and students, with a shared goal of success. Respect is earned over time, but can be lost through poor leadership decisions and behaviors. Effective leadership fosters a culture where faculty and students are motivated to learn, grow, and achieve excellence. Faculty and students perform at their best under strong leadership, which enhances engagement and professional development.

Understanding leadership styles helps leaders assess how they are perceived. Authentic leaders unite teams, give earned praise and credit, and establish trust—leading to greater recognition and career advancement. Leadership can determine success or failure. Faculty retention and success are directly tied to effective leadership practices.

In dental hygiene education, leadership influences student success, both during enrollment and after graduation. Students who experience strong leadership in their academic environment are better prepared to adapt to various leadership styles in professional settings. In contrast, poor leadership results in low retention, stunted personal growth, inadequate patient care, declining enrollment, and student failure—ultimately weakening the program and the profession.

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