Letter of the Day | Principals’ leadership style is critical

THE EDITOR, Madam:

As an educator for over 34 years, I am concerned with the continuous underperformance in schools despite different intervention programmes implemented for improvement.

Could the leadership style of principals be a contributing factor for underperformance in schools? It should be noted that school leadership style plays a critical role in the positive or negative learning environment.

While some principals have effective leadership style, there are others who continue to use bully leadership, evil leadership, laissez-faire leadership and dictatorship that demotivate the very teachers that they supervise, which can negatively affect students’ learning and teachers’ morale – a disaster for underperformance in schools.

Furthermore, the need for high performing schools with a quality teaching staff must be met with effective leadership style and positive work environment that will boost teachers’ confidence and motivate them to elevate the school’s academic performance.

There are some principals who use their effective leadership in schools to foster a positive environment, build excellent relationship with their teachers and stakeholders and have seen and continue to see significant improvement in their schools’ performance.

On the other hand, there are other principals who continue to abuse their power and create a toxic work environment by intimidating and victimising teachers, using a leadership style that is uncaring and unkind, inflicting physiological pain, thus creating a school environment in which teachers are so stressed that they lack interest in what they do best – which is educating the nation’s children.

For some principals, it is “do as I say or go” and in some instances they spite teachers and create an atmosphere in which teachers become bitter towards each other.

CONTINUOUS TRAINING

As we work towards the Education Vision for 2030, there must be a transformation to improve academic performance at all levels in our schools. Principals, therefore, need to ask these questions: do I want to be part of a school that creates a loving environment in which teachers work in unity to elevate performance to the highest level? Or do I want to have a leadership style that destroys unity, and creates an unpleasant environment in which no one wants to work?

Today, the advancement of technology and availability of resources should not result in underperforming schools. Principals, therefore, need to have leadership styles that will create an environment with behaviours and practices that will motivate teachers to go beyond the call of duty to assist students to achieve academically. They must create a climate where teachers are respected, supported, and given the opportunity to grow professionally and for their voices to be heard.

The education ministry and association of principals need to have continuous leadership training programmes that will guide principals to have a better understanding and be able to implement change-oriented or transformational leadership in their schools.

After all, “Leadership is not about your position, it’s about your passion for excellence and making a difference; you can lead without a title” (Robin Sharma).

ANDREA O’CONNOR