The Principals Role in Building a New Culture at School - Essay Example

Education: The principal’s role in building a new culture at school “Leaders are canny outlaws, system benders, creative and responsible rule benders. They have to succeed because... the deck is stacked against creative, imaginative and entrepreneurial teachers” Thomas Sergiovanni Introduction: Schools and educational institutions in general, were obligated to comply with endless bureaucratic dictates and baffling curriculums with an added responsibility of accountability of the chosen policies, for a long time now, with the result that there has been a clear shift of focus from learning and teaching, to administrative issues. As the technological wave engulfs the globe, forcing rapid changes within and without the academic domain, it is time for teachers, principals and leaders to adapt creative methods and lend their voices in support of the debate, thus contributing immensely for the betterment of the educational system. In the wake of such dramatic transformations taking place in the external environment, there is a heightened need for exceptional leaders and school principals who can step up to the challenge posed, in todays highly competitive academic climate. This paper aims to discuss study, analyze and examine the role of school principals in contemporary academic environment and discuss the role of leadership in influencing the establishment of outstanding culture in schools. The role of leadership in creating outstanding schools: The increased demand on the part of the general public for establishment of outstanding and effective schools and academic institutions, has led to a simultaneous rise in demand for principals to act and serve as leaders. There is ample evidence based on wide amount of research on the subject which suggests that school leadership is highly effective tool which plays a key role in influencing and enhancing student learning. The abilities and effectiveness of school principals thus is a central and crucial factor which influences such a development and promotes a culture of transformational education through introduction of effective and powerful teaching policies. There is mounting evidence which reaffirm the role of leadership in enhancing school outcomes and contributing to the development of effective and innovative schools through increased teaching quality in classrooms. It has also been pointed out by researchers that the mere presence of principals in schools does not equate to good leadership (Sergiovanni, 1995). Leadership in schools is viewed as a group function which takes place only through interaction of two or more people whereby the leader successfully influences their behavior to achieve better outcomes (Owens, 2004). The role of principals as leaders is not confined to merely delegating responsibilities to their staff, or seeking obedience and compliance but extends to include qualities such as decisiveness and strong interpersonal communication; problem solving abilities; and the ability to transform their teams for the achievement of broader objectives. According to Schein (1985) the development of a positive culture in schools requires a significant time period and such changes do not take place overnight, however through effective leadership such a transformation can be influenced and achieved at a greater pace. Research suggests that the lack of successful leadership can take schools backwards in terms of achievement and outcomes, thus deeply impacting the school culture (Hargreaves and Fink, 2004). Thus it can be safely presumed that in order for a deeper and long-lasting positive school culture to exist and flourish, the principals need to don the role of an efficient leader and influence change (Busher & Harris, 2000; Ayeres, Dinham, & Sawyer, 2000). There has been a significant change in the manner in which schools function, thus leading to an increased demand for bringing about a simultaneous change in the conventional methods and approaches to school management, to meet the leadership challenges posed by public schools in the newly changed environment (AACTE, 2001; Peterson, 2002; Elmore, 2000; Levine, 2005). The Principal’s role in creating outstanding culture at school: There is mounting evidence which suggest principals today are the critical driving force in contemporary academic environment, who, have the enormous responsibility of managing and supervising the complexity of the physical, social, academic and human aspects of schools. Their roles as mere supervisors and administrators has long been transformed to include that of a psychologist, a manager, a philosopher, a diplomat, a mentor as well as a social worker to coach and guide not only the staff but the students as well (Sherman, 2000). School principals play a key role in bringing about wide ranging transformations in the school curriculums as well as the environment and culture. The principal occupies a central position in the school’s social system, and hence play a crucial role in implementing reformative policies, changing the complex school systems into improvised and effective educational institutions in the process (Hausman, 2000; Leithwood, Jantzi & Steinbach, 2000; Leithwood, 2005; Buchanan, 2007). Some researchers have even referred to them as "change agents" since they have the power and capabilities of initiating changes and facilitate the implementation of reformative and innovative measures (Chance & Anderson, 2003; Porterfield & Carnes, 2009). Principals today are being held greatly responsible for contributing in the development of schools as a highly innovative and transformational places of study, as well as acting as the key drivers of bringing about improvement in school curriculums, facilitating provision of key resources; providing guidance and direction to both students as well as the staff; and effectively executing their social and moral responsibilities to their respective schools (Leithwood, 2005; Perusse et al., 2009; Hausman, 2000; Calabrese, 2002; Whitaker, 2003). Building a new culture at school after merger: Schools and educational systems in general have undergone rapid transformations over the years, by way of educational reforms - from the humble church based system to the highly evolved technologically advanced and multicultural public school systems (Ellerson, 2008). Such transformations have contributed immensely to the effectiveness of education, but at the same time have brought along serious concerns such as lack of budgets and financing, thus leading to a whole new system of school mergers. Lack of adequate budgets have led to various schools to consolidate and merge with other schools leading to an apparent transformation and shift in the school culture and leadership (Cook, 2008). Such mergers have led to a significant increase in the average size of the classrooms, better facilities, improved infrastructure and merged school curriculums and programs (Bard, Gardener, Wieland, 2005). Studies have shown that such mergers are more likely to cause significant impact on the communities at large in terms of lack of staffing, loss of social and cultural identities etc among others (Fanning, 1995; Jimmerson, 2006). The culture of a school is defined differently by different authors and researchers. However in the most general sense of the word it can be described as a combination of various factors which gives the school a unique identity of its own. These factors may include the athletic achievements of the schools, the schools mission and vision statements, their motto, the school logo or emblems, or the work environment and heritage. The schools culture motivates the behavior of its students, teachers and staff within the schools and hence is integral to its overall development (Van Houtte, 2005). The teachers and the principals are hence together responsible for building and maintain the school culture, and post merger, it can be influenced through a common consensus, proper planning, and mutual agreements. Such a step requires an effective leadership, a role that can be played by the head of the school i.e. the schools principal. Merger of Schools and cultural transition: Case study The Oasis Academy Shirley Park is an example of schools formed from merger of various infant, junior and secondary schools, with approximately 1500 students between the age of 3 and 19 (Oasis community learning, 2009). The basic reason for the merger was to support the failing schools, and provide education to the students of these schools. The principal of the Academy - Glen Denham was delegated the responsibility to oversee the mergers of the three schools each with their own unique challenges. The previous schools (i.e. prior to merger) had diverse school cultures and were poor conditions. The Infant school had poor educational standards, the junior school was served a notice due to poor standards, and the Secondary school was known for the underachievement of the students with very low GCSE results. The Croydon Council undertook the initiative to merge the three failing schools through the Oasis Community Learning which served as the sponsor for the mission. The transformation of the school culture involved bringing about a holistic transformation in terms of changes in the school building; enhancing commitment to communities; establishing and implementing a new work ethos; and developing a school improvement plan. The school was also faced with the challenge to motivate the staff during the transition period and encourage the students to form strong beliefs and ambitions. Intervention measures were implemented to improve the behavior and performance standards of the students who were given a definite code of conduct and specific targets to achieve. Efforts were made to improve staff and student relationship, encourage wider learning and student well-being, and giving the students a central role in the change process. Furthermore the parents were also involved in the change process, and rigourous data monitoring systems were put into place to ensure adherence to designated targets and goals (Oasis Academy Shirley Park, 2011). Thus the gradual process over a period of a year, helped in bringing about positive changes in the school culture, post the merger. Conclusion: The discussions and views of various researchers mentioned above, leaves little doubt with regard to the influence and impact of leadership in transforming the school culture and the effectiveness of principals as leaders in bringing about wide ranging educational reforms. In this highly competitive environment, where mergers and collaborations are an integral part of the education system, there is an urgent need for educators to don multiple roles and address the challenge posed by the dynamic external environment, with a view to build effective and well functioning schools, with a transformative and innovative culture. The teachers of today have the power and ability to shape the future of students who will be the prospective leaders and visionaries of tomorrow. References: American Association of Colleges for Teacher Education. (2001, March). PK-12 educational leadership and administration (white paper). Washington, DC. Ayres, P.; Dinham, S. & Sawyer, W. (2000). Successful Senior Secondary Teaching, Quality Teaching Series, No 1, Australian College of Education, September, pp. 1-20. Bard, J., Gardener, C., & Wieland, R. (2005). Rural school consolidation report: History research summary, conclusions and recommendations. Prepared for the National Rural Education Association Executive Board by NREA Consolidation Task Force. The Rural Educator, 27(2), pp. 40-48. Buchanan, L., (2007). Agents of change for health care reform, Leadership 36(5): pp. 18-21. Busher, H. & Harris, A. (2000). Subject Leadership and School Improvement. London: Paul Chapman. Calabrese, L., (2002). The school leaders imperative: leading change. The International Journal of Education Management, 16(7): pp. 326-332 Chance, P., Anderson, R., (2003). The principals role in standard-based reform: Linking accountability to instructional improvement, Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. April 21-25, 2003 Cook, G. (2008). The challenges of consolidation. American School Board Journal, 195(10), pp. 10. Elmore, R. F. (2000, Winter). Building a New Structure for School Leadership. Washington, DC: The Albert Shanker Institute. Ellerson, N. M., (2008). Now you see them now you dont: Enrollment trends. School Administrator, 65(4): pp. 64 Fanning, J. (1995). Rural school consolidation and student learning. ERIC Clearinghouse on Rural Education and Small Schools: Charleston WV. ERIC Hargreaves, A. & Fink, D. (2004). The Seven Principles of Sustainable Leadership, Educational Leadership, 61(7), pp. 8-13. Hausman, S., (2000). Principal role in magnet schools: Transformed or entrenched? Journal of education administration, 38(1): pp. 25-46 Jimmerson, L. (2006, February). Breaking the fall: Cushioning the impact of rural declining enrollment rural school and community. Trust Policy Brief series on Rural Education. Arlington, VA. Leithwood, K., Jantzi, D., Steinbach, R., (2000). Changing leadership for changing times. Philadelphia PA: Open University Press. Leithwood, K., (2005). Understanding successful principal leadership: Progress on a broken front. Journal of Educational Administration, 43(6): pp. 619-629 Levine, A. (2005). Educating School Leaders. New York: The Education School Project. Owens, R. O. (2004). Organizational Behaviour in Education Adaptive Leadership and School Reform. (8th Ed.) Boston: Pearson. Perusse, R., Haas, E., Lally, I., Mische, S., (2009). Preparing future principals to work with school counsellors. AASA Journal of Scholarship & Practice, 5(4): pp. 39-48 Peterson, K. D. (2002). The professional development of principals: Innovations and opportunities. Educational Administration Quarterly. 38(2), pp. 213-232. Porterfield, K., Carnes, M., (2009). Anger management: School Administrator, 66(7): pp. 48-54 Schein, E. (1985). Organizational Culture and Leadership. San Francisco: Jossey-Bass. Sergiovanni, T. (1995). The Principalship: A Reflective Practice Perspective. (3rd Ed.) Boston: Allyn & Bacon. Sherman, L. (2000, Spring). The new principal. NW Education Magazine, 5 (3), 2. Portland, OR: Northwest Regional Educational Development Laboratory. Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), pp. 17-89. Whitaker, S., (2003). Principal role changes and influence on principal recruitment and selection: An international persepective. Journal of Educational Administration, 41(1): pp. 37-54 Primary Sources: Oasis community learning (2009). [Online] Available at: http://www.oasisacademyshirleypark.org/ [Accessed: December 13, 2011] Oasis Academy Shirley Park (2011). [Online] Available at: http://www.oasisacademyshirleypark.org/ [Accessed: December 13, 2011] Read More