Some think that they are doing someone a favour by being in school. Therefore no school is immune from problems. It is a truism that managing a school is a complex and intricate endeavour. And this is the reason why the question of leadership in schools is paramount. Leadership can make or break a school system. Both high achieving and low achieving schools are equally kept on their toes by a number of issues. For instance the problem of resource constraints especially under the current economic climate is a cross cutting issue applying universally in all schools. But most of the pressing and glaring problems giving schools no respite are issues falling within the realm of governance. Governance is a big issue in schools.
Well managed schools have water tight systems which prevent certain problems which can occur with monotonous regularity elsewhere. When problems do occur, properly managed schools have systems springing into action to restore normalcy. The only distinguishing feature separating different schools is the very thing that keeps a particular school on its toes. Circumstances differ and so are areas of focus. Thriving schools, on the one hand, are purpose driven, giving primacy and attention to the task of assembling enablers supporting and sustaining the momentum of academic success. On the other hand, underachieving schools are always on a ' firefighting mode’ grappling with recurring problems which refuse to go away, no matter how hard they try. Under-achieving schools are usually noise and distractions driven. When a school is not doing well it attracts public scrutiny and unsolicited voices of opinion. The noise from outside, no matter how uninformed, can be unsettling.
