One thing emphatically clear is that teachers are neither machines nor robots. Their belonging to a tribe of human beings is a fundamental and non-negotiable fact.
Pushing for a transformative agenda designed to upgrade a struggling school should necessarily begin from a human-centred platform. Anything short of this approach may achieve short-term gains and not necessarily accomplish a much more desired sustainable culture of high student performance. When treated humanely, accorded the honour and respect they rightfully deserve as people, the teachers can unleash their best selves and literally perform wonders like machines. I have had the experience of witnessing teachers performing with distinction and dedication backbreaking jobs especially those related to core curricular activities. Everything depends on the right school climate and this suitable climate can be created. The creation of the necessary enabling environment is primarily a function of good school governance. School principals have a principal duty to provide a positive administrative climate that inspires their charges to present themselves as 'sacrificial lambs’ in the struggle to alter, in a positive way, the performance trajectory of students.
Those given the privilege and temporary authority to oversee schools should over and above anything remain conscious of the importance of recognising the human element in their professional dealings with their teachers. While deepening and sharpening of classroom pedagogical tools should remain the number one priority of any school, there should be equal emphasis on empathy and love. Every school administration should advance the interests of students without relegating into the background the welfare of those deployed to teach the students. This is the only way through which leaders can extract maximum cooperation and commitment from their troops. Yes, in a school, executive powers are vested in the office of the school principal. The school principal enjoys enormous powers. He or she is the high priest of a school, charged with the responsibilities of ensuring order and discipline, dispensing justice when there are disputes, deployment of staff appropriately and ensuring effective and efficient utilisation of both financial and physical resources. The principal is the hub of a school and the successful execution of the delicate duties associated with the job demands the support of a collective.
However, it is worth remembering that support from teachers is not always automatic. It is earned. School principals should master the art of winning the trust and confidence of their teachers. It should be borne in mind that leaders are always viewed with suspicion. Any good leadership will always recognise the value of allaying real or imagined fears of the governed. Any sign of dictatorial tendencies will always attract resentment and opposition. Teachers naturally desire a democratic and people-centred administration. They value freedom of expression and the right to air their views and to be heard. This demonstrates their readiness to be part of solutions. They do not relish an environment where they are regarded bluntly as part of the problem. They always look forward to a leader who can harness their potential and talents to address identified challenges and performance gaps. Leaders, who see teachers as potential game changers, inspire and challenge them to bring their whole selves to their schools. Seeing them as a problem rather than a solution is a sign of lack of trust and can eventually become a self-fulfilling prophecy. Like any other human beings, teachers desire sufficient challenges and encouragement. Principals should give teachers problems to crack and solve including the most intricate and complex. A school seeking to thrive and prosper should create and sustain an atmosphere of trust. Trust prevails where not only assignments are allocated evenly but also space is given to the teachers to prove what they are made of. Micro management undermines the independence, integrity and intellectual capabilities of the teachers and it should be discouraged at all costs. There is also the critical question of safety.
Teachers need an assurance that they are not an endangered species. They need a guarantee that the school principal has their interests at heart and that they are not taken for a ride to glorify the name of their leader. To win the trust and confidence of the troops, the school principal should guarantee every one safety and protection. No single member of staff should feel unwanted or less valuable. Some school principals do fall short of achieving their objectives on account of failure to win the support of every one. It is very risky to place the fate of a school on the shoulders of a selected 'kitchen cabinet' that seems to enjoy unfettered access to the leaders and monopoly of wisdom while other players face the indignity that comes with their relegation to the margins. There should be a collective ownership of the vision of the school and all problems bedevilling the institution. Everyone should be given a fair chance to contribute to the solutions the school is seeking. No one should feel marginalized. The seed of trust is shown when assignments are evenly distributed, where dreams and aspirations are generously shared. Opportunities for professional growth should be extended to all while promotions should be anchored purely on meritocracy. No single person should benefit unfairly or reap where no efforts have been put.
The school principal is the hub of a school because of the enormous powers the position is wielding. The position requires mastery and possession of values of truthfulness, honesty, integrity, fairness and justice. Above all, school principals should be technically equipped, possessing deep and wide knowledge in the relevant fields of educational management, curriculum, assessment and classroom pedagogy. Possession of relevant knowledge and soft skills would enable the principal to rally the school behind community-shared values. Leading a school to a shared destiny and vision cannot be anchored on the whims of one single authority - some self anointed 'philosopher king' wielding absolute powers, which cannot be questioned or subjected to any scrutiny. Working collaboratively means showing love and empathy, highlighting one another’s strengths while creating opportunities for those lagging behind to close shortcomings. Empathy unlocks potential. Empathy is a soothing force, a good cushion especially in a situation where it is almost impossible to provide tangible solutions. Teachers strive to excel in an environment where they feel cared for and are treated as fit for purpose.
Those given the privilege and temporary authority to oversee schools should over and above anything remain conscious of the importance of recognising the human element in their professional dealings with their teachers. While deepening and sharpening of classroom pedagogical tools should remain the number one priority of any school, there should be equal emphasis on empathy and love. Every school administration should advance the interests of students without relegating into the background the welfare of those deployed to teach the students. This is the only way through which leaders can extract maximum cooperation and commitment from their troops. Yes, in a school, executive powers are vested in the office of the school principal. The school principal enjoys enormous powers. He or she is the high priest of a school, charged with the responsibilities of ensuring order and discipline, dispensing justice when there are disputes, deployment of staff appropriately and ensuring effective and efficient utilisation of both financial and physical resources. The principal is the hub of a school and the successful execution of the delicate duties associated with the job demands the support of a collective.
However, it is worth remembering that support from teachers is not always automatic. It is earned. School principals should master the art of winning the trust and confidence of their teachers. It should be borne in mind that leaders are always viewed with suspicion. Any good leadership will always recognise the value of allaying real or imagined fears of the governed. Any sign of dictatorial tendencies will always attract resentment and opposition. Teachers naturally desire a democratic and people-centred administration. They value freedom of expression and the right to air their views and to be heard. This demonstrates their readiness to be part of solutions. They do not relish an environment where they are regarded bluntly as part of the problem. They always look forward to a leader who can harness their potential and talents to address identified challenges and performance gaps. Leaders, who see teachers as potential game changers, inspire and challenge them to bring their whole selves to their schools. Seeing them as a problem rather than a solution is a sign of lack of trust and can eventually become a self-fulfilling prophecy. Like any other human beings, teachers desire sufficient challenges and encouragement. Principals should give teachers problems to crack and solve including the most intricate and complex. A school seeking to thrive and prosper should create and sustain an atmosphere of trust. Trust prevails where not only assignments are allocated evenly but also space is given to the teachers to prove what they are made of. Micro management undermines the independence, integrity and intellectual capabilities of the teachers and it should be discouraged at all costs. There is also the critical question of safety.
Teachers need an assurance that they are not an endangered species. They need a guarantee that the school principal has their interests at heart and that they are not taken for a ride to glorify the name of their leader. To win the trust and confidence of the troops, the school principal should guarantee every one safety and protection. No single member of staff should feel unwanted or less valuable. Some school principals do fall short of achieving their objectives on account of failure to win the support of every one. It is very risky to place the fate of a school on the shoulders of a selected 'kitchen cabinet' that seems to enjoy unfettered access to the leaders and monopoly of wisdom while other players face the indignity that comes with their relegation to the margins. There should be a collective ownership of the vision of the school and all problems bedevilling the institution. Everyone should be given a fair chance to contribute to the solutions the school is seeking. No one should feel marginalized. The seed of trust is shown when assignments are evenly distributed, where dreams and aspirations are generously shared. Opportunities for professional growth should be extended to all while promotions should be anchored purely on meritocracy. No single person should benefit unfairly or reap where no efforts have been put.
The school principal is the hub of a school because of the enormous powers the position is wielding. The position requires mastery and possession of values of truthfulness, honesty, integrity, fairness and justice. Above all, school principals should be technically equipped, possessing deep and wide knowledge in the relevant fields of educational management, curriculum, assessment and classroom pedagogy. Possession of relevant knowledge and soft skills would enable the principal to rally the school behind community-shared values. Leading a school to a shared destiny and vision cannot be anchored on the whims of one single authority - some self anointed 'philosopher king' wielding absolute powers, which cannot be questioned or subjected to any scrutiny. Working collaboratively means showing love and empathy, highlighting one another’s strengths while creating opportunities for those lagging behind to close shortcomings. Empathy unlocks potential. Empathy is a soothing force, a good cushion especially in a situation where it is almost impossible to provide tangible solutions. Teachers strive to excel in an environment where they feel cared for and are treated as fit for purpose.
