School Leadership
This is another one.
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In this short written dissertation, I would like to focus on the relationship between principal, in effect the leader of the school, and teachers. I will not take into consideration of the physical environment, and the demographic of both the students and the community.
Personally, I feel that school leadership is about fostering a safe learning environment for the students and a conclusive working environment for teachers. The only person that is able to revolutionise this will be the principal. The principal set the tone for the school. The principal is the instructional leader of the school.
Often, relationship is used as a vehicle to bring about changes. To strengthen the relationship between the principal and teachers, principal should first and foremost recognise the value of people. They should value teachers as individuals and not collectively. They should also realise the challenging and diverse demands of the job, and support teachers with facilities and resources needed to do their job effectively. Sometimes, being visible present throughout the school, without judgement, is also about being supportive of teachers. Principal could also arrange teachers to observe each others’ lesson to gain new strategies.
Principals should make an effort to have daily interpersonal interactions with teachers. More often than not, it is that small little concern that principals shower over the teachers that improve the relationship between them. In other words, the principal should attend to the fundamental components that are inherent in a quality relationship. The principal is also responsible for creating a collaborative, open, friendly, mutually respectful and supportive climate. This social environment will clearly make a difference in creating a trusting atmosphere.
With such an environment, principal are able to provide continual feedback to the teachers without them fearing of being label incompetent. Opportunities for teachers to develop professionally could also be created, whether it is in-house or off school. Collaborative work between teachers can also be arranged easily so as to improve teachers’ social and leadership skills.
This supportive and trusting relationship between the principal and teachers has a rippling effect on the students. As teachers begin to feel better about themselves, they are more effectively in class.
In wrapping up, teachers’ quality of work life is largely determined by the leadership style adopted by the principal.
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In this short written dissertation, I would like to focus on the relationship between principal, in effect the leader of the school, and teachers. I will not take into consideration of the physical environment, and the demographic of both the students and the community.
Personally, I feel that school leadership is about fostering a safe learning environment for the students and a conclusive working environment for teachers. The only person that is able to revolutionise this will be the principal. The principal set the tone for the school. The principal is the instructional leader of the school.
Often, relationship is used as a vehicle to bring about changes. To strengthen the relationship between the principal and teachers, principal should first and foremost recognise the value of people. They should value teachers as individuals and not collectively. They should also realise the challenging and diverse demands of the job, and support teachers with facilities and resources needed to do their job effectively. Sometimes, being visible present throughout the school, without judgement, is also about being supportive of teachers. Principal could also arrange teachers to observe each others’ lesson to gain new strategies.
Principals should make an effort to have daily interpersonal interactions with teachers. More often than not, it is that small little concern that principals shower over the teachers that improve the relationship between them. In other words, the principal should attend to the fundamental components that are inherent in a quality relationship. The principal is also responsible for creating a collaborative, open, friendly, mutually respectful and supportive climate. This social environment will clearly make a difference in creating a trusting atmosphere.
With such an environment, principal are able to provide continual feedback to the teachers without them fearing of being label incompetent. Opportunities for teachers to develop professionally could also be created, whether it is in-house or off school. Collaborative work between teachers can also be arranged easily so as to improve teachers’ social and leadership skills.
This supportive and trusting relationship between the principal and teachers has a rippling effect on the students. As teachers begin to feel better about themselves, they are more effectively in class.
In wrapping up, teachers’ quality of work life is largely determined by the leadership style adopted by the principal.
posted by Benjamin at 8:54 AM
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