Chapter(6)

What factors enhance positive principal-teachers relationships?

In the last few decades, researches across the globe have expanded the scope
of relationships affecting the school climate, from the relationship between
students and educators to the relationship between principal and educators. In
fact, the principal employee relationship has a direct and indirect effect on
students’ learning and achievement. Furthermore, principals depend greatly on
their teachers to reach school goals; as teachers are the bridge between the
administration and classroom. Actually, there are many factors shaping positive
relationships between principal and teachers.
This relationship should be built on a foundation of trust and this, of course,
takes a lot of time to be done. Having confidence that the principal treats his
employees fairly, honestly and respectfully, increase the level of trust. In fact, the
principal who has a democratic behaviour are usually trusted by his employees.
In fact, trust makes the employees more ready to accept new decisions and
instructions.
Moreover, principal-teachers relationship is related to credibility, which
evolves when the teachers view the principal as a credible source of information,
a person who has skills and knowledge, and ready to provide his teachers with
advice, direction or assistance when they need it. Actually, this can be done in
several ways; he might provide them with verbal advice or books and resources
that include direction or assistance. Certainly, teachers will appreciate the
principal who helps them to improve their knowledge, it also benefits the school
as the stuff are getting better learning new ideas that they can apply in their
classrooms.
In addition, backing and supporting the teachers in their difficult times is
effective in improving the relationship between principal and teachers. Showing
them that he cares about them as individuals, has a great influence on them, it
makes them feel that they are not just working machines. At the same time, the
principal should back his teachers as long as he believes that they are effective,
ethical and moral, otherwise, he should tell them that they missed up if what they
made is ethically or morally wrong.
Besides, principals who share vision and power with their employees, involve
them in decisions and provide appropriate levels of autonomy to other
professionals in the school, are having strong relationships with staff. The
principal may have the final word but, teachers should get the opportunity to
express their feelings or provide advice. Especially, when the issue is directly
affecting the teachers, teachers may have brilliant ideas.
Obviously, effective schools retain effective and positive relationships between
the building principal and the teachers depending on trust, credibility, supporting
and sharing a vision. Consequently, this improves job satisfaction, commitment
levels, and cohesion perception. Principals as leaders should build strong
relationship with teachers but, they shouldn’t get so close; as it will put them in a
difficult situation when they have to take a tough decision. They have to build
balanced personal- professional relationship.
References:
E.Price, H. (2011). Principal–Teacher Interactions: How Affective Relationships
Shape Principal and Teacher Attitudes - Heather E. Price, 2012. [online]
Journals.sagepub.com. Available at:
https://journals.sagepub.com/doi/abs/10.1177/0013161X11417126?journalCode=
eaqa
E.Price, H. (2015). EmeraldInsight. [online] Emeraldinsight.com. Available at:
https://www.emeraldinsight.com/doi/full/10.1108/JEA-11-2014-0134
Kowalski, T., 2010. The School Principal: Visionary Leadership and Competent
Management. Taylor & Francis, Inc.
Meador, D. (2017). 10 Ways Principals Can Provide Ongoing, Collaborative
Teacher Support. [online] ThoughtCo. Available at:
https://www.thoughtco.com/suggestions-for-principals-to-provide-teacher-
support-3194528