Sabtu, 11 Juni 2011

The Responsibility of Principal

Introduction
A vision for a school should encompass broad agreement about the following: the nature and purpose of education, the nature of the school’s curriculum, the working relationships within school and the way the school relates to its community. Most principals have a vision in their own minds of how they see the school developing, but this vision needs not only to be widely shared but developed and owned by the staff and governors as a group.
As institutions of higher learning involved in the education of current and future manag¬ers we are voluntarily committed to engaging in a continuous process of improvement of the following principals and their application, reporting on progress to all our stakeholders and exchanging effective practices with other academic institutions.
In this article will be explained about the responsibility of principals in managing school.

Discussion
Leaders have the main responsibility for generating and sustaining culture and communicating core values and beliefs both within the organization and to external stakeholders (Bush, 1998, p. 43). Principals have their own values and beliefs arising from many years of successful professional practice. They are also expected to embody the culture of the school or college. Schein (1997) argues that cultures spring primarily from the beliefs, values and assumptions of founders of organizations. However, it should be noted that cultural change is difficult and problematic. Hargreaves (1999) claims that most people’s beliefs, attitudes and values are far more resistant to change than leaders typically allow .
One factor contributing to the principal’s different vision is the responsibility for thinking about the future. Alexander (1992:149) found that the more successful principals were those who remained in close touch with classroom realities and teachers everyday concerns, who valued and developed individual staff potential and encouraged collective decision making. Playing a part in the actual teaching provides a good way of remaining in close touch with classroom realities. At the same time principals must leave enough time for other aspects of their work, for keeping in touch with what individual teachers are doing and providing the necessary support and encouragement for development work, careful evaluation of what is happening in the school, as well as maintaining a well organized approach to their administrative work .
Whitaker (1993:73) defines leadership as behavior that enables and assists others to achieve planned goals. It is dynamic and future oriented, concerned with improvement, development and excellence. He points out that leadership can occur at all levels in the school and it is important that others in the school share the leadership functions of the principle. Leadership involves inspiring others, supporting and helping them, helping them to analyze and solve problems, encouraging them and creating a situation of trust in which people feel they can safely try out new approaches. It also involves being critical in a supportive way where this is needed and taking a firm line when necessary. Examination of relevant literature indicates that the major approaches to principal assessment are based on the following aspects: (1) results (outcome based); (2) standards-based; (3) personal qualities; (4) role-based; (5) key behaviors of successful principals (6) principal efficiency; and (7) subordinates’ satisfaction .
The principal has a key role in leading change. He or she may be the change agent or may be implementing changes suggested by someone else or required by law. On many occasions it will be the task of the head to start people thinking about the possibility of change. The principal can also help to develop a climate in the school in which there is an interest in development, and some change is a normal part of the way the school operates. He or she must seek out the best starting points, spend time talking with teachers about the best way of proceeding, coordinate the plans for change, see that there is appropriate staff development activity and that the changes, when implemented, are monitored, followed up and maintained. Principals need to be conscious of the fact that it is tempting when first appointed to want to make changes too quickly. It is also easy when the initial changes are made successfully and the school is running on an even keel to feel that further changes are not needed. Even if external demands for change allow this, the developing school should be continually looking for ways to develop further.
A major problem for coordinators and for principals is the lack of time for the work. Primary schools are normally staffed on the basis of a full time teaching program for all teachers and it is difficult for a coordinator to observe or support the work of others if he or she has no time free during working hours to do this. Some principal provide an opportunity by taking over classes themselves and freeing a coordinator. Occasionally it may be possible, if finance is not too tight, to employ a supply teacher for half a day to free a teacher to support others. Classes may be put together to watch a television program with one teacher while the other fulfils his or her role as a coordinator. There may also be opportunities when students are in the school.
The principals should not be the only leader in the school. The deputy has an important role and there is also a place for leadership from coordinators and from any teacher who has something particular to offer. In a small school everyone is likely to be in a leadership role for some area of work. The opportunities and training the principle offers to other leaders in the school are crucial to their effective working. They should be acknowledged as leaders and enjoy sufficient delegated authority to be able to lead, other teachers must be encouraged to welcome advice. They may also need training in aspects of leadership, such as leading discussion, chairing meetings, observing other people teaching in a way that does not appear to be threatening, evaluating aspects of the work of the school, and so on. They may need help in encouraging colleagues to try new ways of working.

Conclusion                                                                                                         
Leaders have the main responsibility for generating and sustaining culture and communicating core values and beliefs both within the organization and to external stakeholders. Principals have their own values and beliefs arising from many years of successful professional practice. They are also expected to embody the culture of the school or college. A major problem for coordinators and for principals is the lack of time for the work so the principals should not be the only leader in the school but also the deputy has an important role and there is also a place for leadership from coordinators and from any teacher who has something particular to offer.

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