In the initial stage of the twentieth century, many schools grew from single-room school into schools with multiple phase, classrooms and grades. It necessitate for someone to manage these more complicated organizations. …
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Even the need was initially filled by teachers themselves or principal teachers, but later most principals stopped teaching because of the increased demand for their time to be spent in the fulfillment of management responsibilities. While schools were continuing to grow, principal teachers became full-time administrators in most schools. The school principal is holding the top most position in the administration of elementary, middle and high school.
The purpose of this study is to analyze the given case and to conclude an idea about the impact of new principal in the field of school culture, to enumerate the consequences of approaches of a principal towards the factors which directly or indirectly influence the school culture, especially in the rules and procedures and to portrait the vivid behavioral pattern of a principal as he is a good leader. It tries to portrait the school culture and to analyze the plan in relate with professional growth.
School Principal as organizational administrator and academic leader
The overall culture of an institution is directly linked with principals, so they were responsible for building maintenance, public relations, financial operations, student personality and growth, school policy regarding discipline, coordination of the instructional program, scholastic and co-scholastic area of curriculum and other overall school matters. The culture is a complex term which includes moral belief, customs, knowledge, art, laws and any other habits and capabilities attained by human beings as a member of society (Prus R.C, 1997, p, 28). Normally, an identical set of morale and belief, especially those with which educator deals with can be termed as a strong culture. To be a culture as a positive one the morale, value and belief should be in a harmonious with empirical evidence and other factors having the good knowledge base (Kowalski, 2003). The principal should have a good leadership quality so he has to lead the others to attain their group goal and the level to which the principal keeps to maintain a collaborative relationship with school staff. The principal must aware about prevailing condition with which ancestors guided and sustained the institute and its culture. The sudden changes, even it is necessary in the succession of years with innovative phase, may badly affect the co-workers and friends also. Without question, revamping culture of an institute having the long run history is the most terrifying task in climate change. Underlying shared costumes and believes that influence behavior often are very difficult to identify either because the coworkers are unwilling to talk about them or because they may unable to do so (Kowalski T J et al, 2007. p,27). He or she must be vigilant on his surroundings to make all as supportive for him in his succession with the positive changes especially in affaires relating to teachers, student, parents and community at whole. A slight derail may results in to an explosion due to depending on living matter other than in life less matters. Case Study Reflection: 1. Factors that contributed to the conflict between a majority of the teachers and Principal Lettimore. Lettimore is a newly appointed principal of Oliver Wendell Holmes Elementary School located in a fading urban area in the large California school district. Even though he had long experiences as principal in other high standard schools of the same district, he faced a sturdy conflict from majority of his staff and co-workers, mainly from teachers, due to the following factors: Resistance to change: John Lettimore adopted a change in the rules with which the school had
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